Undergraduate English Majors Research Articles

Improving English semantic learning outcomes through AI chatbot-based ARCS approach

ABSTRACT Comprehending abstract ideas in English semantics courses challenges English as a Foreign Language (EFL) learners. Teacher-centered methods fail to engage learners, decreasing motivation and contextual understanding. While the ARCS (Attention, Relevance, Confidence, Satisfaction) model emphasizes motivation, the conventional ARCS (C-ARCS) approach lacks interactivity. To address these limitations, this study proposed an AI chatbot-based ARCS (AIC-ARCS) approach to enhance interaction in English semantics learning. The AIC-ARCS approach integrates annotation and learner explanations of semantic concepts to an AI chatbot. A pre-test-post-test quasi-experimental design evaluated this approach. Fifty English-major undergraduates participated: twenty-five students used the AIC-ARCS approach, while twenty-five employed C-ARCS with peer discussions. Results showed the AIC-ARCS approach significantly improved semantic achievement and self-efficacy while reducing learning anxiety compared to C-ARCS. These findings suggest AI chatbots in ARCS-based frameworks create more engaging learning environments. This study highlights the potential of AI chatbot-enhanced pedagogies in transforming EFL instruction, particularly in English semantics. Future research should explore broader applications of AI chatbots and their long-term impact on learning.

Virtual Learning Stress: Addressing Anxiety In EFL Adult Learners at Indonesian Private Universities

The increasing reliance on virtual learning in higher education has supported the development of flexible and accessible learning environments, yet it may also heighten anxiety among students, particularly those studying English as a Foreign Language (EFL). Although virtual learning tools offer significant advantages, research on their psychological impact remains limited, highlighting a gap between technological advancements and understanding of their effects on student well-being. This study examines the relationship between virtual learning and student anxiety, exploring the strategies students use to manage this challenge. Employing a descriptive qualitative approach, data were collected through questionnaires and interviews with 22 English-major undergraduates. Findings indicate that students often experience anxiety due to technological distractions and comprehension difficulties in virtual classrooms. However, students mitigate this anxiety by adopting positive thinking and engaging in relaxing activities. These insights underscore the need for supportive virtual learning environments that prioritize students' emotional well-being alongside academic outcomes.

Exploring Language Transfer of Learning French as a Second Foreign Language under the Theory of Trilingual Acquisition

Chinese universities provide courses in learning French as second language to undergraduate English majors. French plays an important role in the professional courses for undergraduate English majors as a choice for second foreign language courses. Based on the trilingual acquisition theory, this study focuses on the phenomenon of language transfer in learning French as a second language from the perspective of learners. Through the research and analysis of the phenomenon of the transfer of English majors' second foreign language, the influential factors of the transfer of English majors' second foreign language are obtained. Meanwhile, through the empirical research of English majors' second-foreign language French learning, the influence of language transfer on the second foreign French learning has been summarized. In addition, the current situation and obstacles to English majors' second foreign language learning are studied and some learning suggestions are given. Finally, the research results, limitations, and prospects are listed.

Investigating the Role of AI Tools in Enhancing Translation Skills, Emotional Experiences, and Motivation in L2 Learning

ABSTRACTThe integration of artificial intelligence (AI) in L2 teaching and learning is poised to revolutionise educational practices by enhancing both instructional methods and language development for L2 learners. This study employed a mixed‐methods design to comprehensively examine the impact of AI tools, machine translation systems, and traditional approaches on students' translation accuracy, emotions, and motivation. A total of forty‐nine undergraduate English majors were divided into three groups: the AI Group (AIG; N = 16) using AI tools, the machine translation group (MTG; N = 20) using machine translation tools, and the traditional group (TG; N = 13) using manual methods. Participants completed four translation tasks with varying levels of linguistic complexity, and their performance was evaluated using quantitative metrics such as meaning retention, grammatical correctness, fluency, and naturalness. Additionally, semi‐structured interviews were conducted to gather qualitative insights into participants' emotional and motivational experiences. Quantitative data analysis included the Kruskal‐Wallis test to assess differences amongst the groups, revealing that AIG students achieved the highest translation accuracy. Qualitative thematic analysis of the interview data indicated that emotions such as curiosity, anxiety, and excitement were prevalent across all groups. While AI tools fostered motivation in the AIG and MTG, some participants expressed concerns about over‐reliance on technology leading to reduced engagement. These findings highlight AI's dual role in enhancing translation accuracy and shaping the emotional and motivational dynamics of L2 learners, suggesting that its integration should be balanced with traditional methods to optimise learning outcomes.

Research on the Value of Poetry Teaching for English Majors in Applied Undergraduate Universities Under the Background of the New Liberal Arts

The emphasis of the traditional teaching environment on English instrumentality has resulted in the marginalization of poetry teaching for English majors in applied undergraduate universities. The construction of the new liberal arts affirms the importance of the English literature curriculum and also inspires people to re-evaluate the potential and unique value of English poetry teaching. English poetry is the material for the cultivation of students’ patriotism. Its condensed space contains multi-disciplinary knowledge, its long history makes it bear rich cross-cultural information, its beautiful language helps improve students’ aesthetic and creative ability and its dialectical thinking stimulates students’ critical thinking. English poetry teaching is an effective way to cultivate international compound talents with Chinese feelings required by the new liberal arts construction for applied undergraduate English majors.

A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing

A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing

FROM EFL TO EMI: A CASE OF THAI INTERNATIONAL STUDENTS’ L2 LEARNING MOTIVATION AND ENGAGEMENT IN CHINA

This study aims to explore Thai international students’ attitudes towards teaching approaches maximizing their second language (L2) learning motivation and engagement and the motivating and demotivating factors influencing their L2 learning experiences during the transition from EFL to EMI contexts. The participants, selected by the purposive sampling method, were five senior Business English major undergraduates in southern Thailand who were enrolled as international students in a Chinese multilingual university for two semesters. Semi-structured interviews were employed, and qualitative data was inductively analyzed using thematic analysis. The findings indicated that all participants felt motivated and engaged to take the English for International Business and Trade course within the field of Content and Language Integrated Learning (CLIL) in the EMI Business Program. They tended to sustain their intended effort to complete communicative-based tasks and term projects related to their future professional goals, acquire specialized business knowledge, and develop digital literacy skills. Despite experiencing fluctuating motivation and transitional challenges, they reported their native-speaker teacher helped them reduce their constraints regarding English language use by editing their writing tasks and presentation scripts. Furthermore, they developed their English language proficiency, L2 self-confidence, and intercultural competence. These findings illuminate several factors influencing the student sojourners’ L2 learning motivation and engagement in EMI settings. The study sheds light on the pedagogical implications of implementing practical courses and developing the instructional quality of the curriculum in internationalized higher education institutions.

Law Students and Literature: Uncovering Experiences and Overcoming Challenges

The benefits that literature offers have led many countries, including Malaysia, to integrate literature and literary texts into English education. In higher education, literature is not limited to English Language and Literature majors; students from various other degree programs also study literature as part of their curriculum. While numerous previous studies have explored students' perspectives and challenges in learning literature, most have focused on high school students and English major undergraduates. Therefore, this study seeks to investigate the views of law undergraduate students on the subject. A survey was conducted with 103 students enrolled in an English for Literary Appreciation course at a public university in Malaysia. Quantitative data were collected and analysed using descriptive statistics. The results indicated that law undergraduates prefer drama as a genre. The research also showed that, like students in other disciplines, law students generally enjoy studying literature and recognize its importance in enhancing language skills, cultural awareness, and personal development. Moreover, the study found that law students see the relevance of literature to their future careers. Unlike earlier studies that highlighted the difficulty of texts and language as the main challenges, this study identifies rigorous assessments, the volume of these assessments, and time constraints as the primary challenges faced by law undergraduates.

Research on the Types and Influencing Factors of English Learning Motivation among English Major Undergraduates: A Case Study of Third-Year Students at a University in East China

English learning motivation significantly impacts learning efficiency. This study empirically investigates the learning motivations of 41 third-year English major students through a questionnaire survey conducted at a university in East China. The findings reveal that the learning motivations of English major undergraduates can be categorized into four types: personal interests, future development, experiential background, and social responsibility. Core factors influencing the types of learning motivation include students' personal cultural interests and their academic and career planning. Additionally, learning motivation is influenced by learning experiences, family environments, and social contexts. This research suggests that university English teachers should adopt a student-centered approach to tailor their teaching methods, thereby assisting students in establishing long-term, profound learning motivations. Furthermore, it encourages universities to implement social practice activities aimed at promoting intercultural communication.

Reexamining the Relationship Between Communication and Language Through Discourse Analysis: A Case Study Using Movie Material*

The purpose of this paper is to examine the nature of communication and the function of language through discourse analysis using movie material. To achieve this, six English-major undergraduates were selected as subjects. The movie used for this study was <i>Mrs. Harris Goes to Paris</i> (Fabian, 2022). Over a three-month period, the subjects participated and were administered six tests, along with one report. Two tests focused on content relevant to the case study (the second and sixth tests), while three tests focused on form (the first, third, and fourth tests). The fifth test combined content and form. The results indicated that subjects B, C, and D preferred content-based instruction (emphasizing the nature of communication, stories, culture, etc.), despite subject D not achieving a high test score. Subject A was ambivalent, noting that while content-based instruction was beneficial, language learning was also necessary. Subjects E and F preferred English language learning. In their reports commenting on the method, subjects B, C, and D were positive, subject A had mixed feelings, and subjects E and F were indifferent. Considering that three out of six subjects responded positively, we believe that using discourse analysis can be effective in helping students understand the nature of communication.

Multiple Document Reading in Japanese Undergraduate English Majors

The ability to assess information from multiple sources is crucial in academic writing (Moon, 2008). Japanese undergraduate writers tend to trust authoritative sources over anonymous ones in everyday topics in their L1 (Kobayashi, 2014) and can argue coherently on familiar social topics in English (L2) (Stapleton, 2001, 2002). However, how they handle unresolved debates in their field is unclear. This study examines how advanced third-year English majors resolve discipline-specific controversies in second-language theory. Using a mixed-methods approach, participants read conflicting articles on the CPH (critical period hypothesis), answered comprehension questions, wrote about their CPH beliefs, and underwent semi-structured interviews. The qualitative findings suggest that prior beliefs, personal experiences, and opinions heavily influence students’ perspectives, and encountering alternative viewpoints may not foster the expected critical engagement at this level. アカデミック・ライティングにおいて、複数の情報源から得た情報を評価する能力は重要である（Moon, 2008）。日本の大学生ライターは、日常的な話題については、未知の情報源よりも権威ある情報源を信頼し（小林、2014）、身近な社会的話題については、整合性のある議論をすることができる（Stapleton、2001、2002）。しかし、彼らが専門分野における未解決の議論をどのように扱うかは不明である。本研究では、英語専攻の上級である3年生が、第二言語理論における学問的論争をどのように解決するかを調査する。混合法を用いて、参加者は臨界期仮説（CPH）に関する対立論文を読み、理解度に関する質問に答え、CPHに関する自身の信念について書き、半構造化面接を受けた。質的調査の結果から、事前の信念、個人的な経験、意見が彼らの見解に大きな影響を与えること、また、異なる視点との出会いが、このレベルで期待される批判的な関与を必ずしも促さないことが示唆された。

The Application of Schema Theory in English Listening Teaching for Chinese English Major Undergraduates

The Application of Schema Theory in English Listening Teaching for Chinese English Major Undergraduates

ChatGPT in English writing: experiences and perceptions of Saudi EFL students

This study explores the experiences and perceptions of Saudi English as a Foreign Language (EFL) students using ChatGPT for language writing tasks. Semi-structured interviews were conducted with five female undergraduate English majors at the University of Hail who utilized ChatGPT. The findings reveal significant advantages, including assistance with content structuring, feedback enhancement, and personalized support. However, concerns were raised regarding potential academic dishonesty, overreliance on the tool, and doubts about the accuracy of ChatGPT-generated references. These insights contribute to a deeper understanding of ChatGPT's role in language education and offer guidance for educators and policymakers on the benefits and challenges of employing AI chatbots to enhance students' writing proficiency. The study concludes with recommendations for further research in this field.

Effects of Technology-Based Practice on Chinese University Students’ Interpreting Emotions and Performance

As a critical component of second/foreign language learning, interpreting is both rewarding and highly anxiety-provoking. Yet, the review of the literature shows that studies on interpreting anxiety and other emotions are limited, and intervention studies on reducing interpreting anxiety and increasing confidence in interpreting are hardly available. This study employed a quasi-experimental design and explored the effects of technology-based practice on Chinese undergraduate English majors’ interpreting emotions and performance over a 12-week period. There were 44 students in the experimental group with technology-based practice and 46 were in the control group without technology-based practice from a university in Beijing. They took an interpreting test and answered an eight-item interpreting classroom anxiety scale, a nine-item interpreting classroom enjoyment scale, and a three-item interpreting self-efficacy scale prior to (phase 1) and after (phase 2) the intervention. The major findings were: (1) students in both groups became significantly less anxious and more joyful in the interpreting class, had significantly greater interpreting self-efficacy, and performed significantly better in the interpreting test in phase 2, (2) both groups started at a similar level in phase 1, and the experimental group reported a significantly lower interpreting classroom anxiety level, significantly greater interpreting self-efficacy, and higher interpreting test scores than the control group in phase 2, and (3) the learning modes significantly affected the participants’ interpreting classroom anxiety, self-efficacy, and performance. These findings indicate the effects of the intervention and hence enrich the current literature on interpreting emotions. The findings also highlight the importance of technology-based practice in enhancing students’ confidence, self-efficacy, and performance in interpreting, leading to sustainable development in interpreting competence.

English as a Medium of China’s National Storytelling

Foreign language education may serve many goals, but national storytelling would not be an obvious one. Due to the position of English as an international language, it has become an increasingly important tool for intercultural communication and international public relations for countries whose official language is not English. In this study, we will look into the case of China, where English has been seen as the most important medium of China’s national storytelling. Chinese youths are encouraged to learn English well and to equip themselves with the competence to tell China’s stories well in English. As a key theoretical underpinning in this study, national stories are taken as national identities to live by. To better understand this relationship, we have invited 100 undergraduate English Majors in a provincial Chinese university to each tell a China story in English. By subjecting the 100 China stories told by 100 Chinese youths in English to a rigorous thematic analysis, we hope to determine in this study what Chinese national identity is constructed through this national storytelling exercise. More importantly, by examining the Chinese case of English as a medium of national storytelling, this study aims to shed light on the specific purpose of English as a global medium for communicating a country’s national narratives and national discourses.

Exploring the Impact of E-Portfolio Reflections on Learning Efficiency and Cognitive Loads among Thai Undergraduate Students

The disparity between theoretical knowledge and practical application in undergraduate education poses a formidable challenge, potentially burdening students’ cognitive load. In response, e-portfolios have emerged as a promising solution, capable of fostering self-directed learning and promoting students’ ownership of the quality of their educational outcomes. This study investigates the impact of employing e-portfolios for reflective practices on learning efficiency and cognitive load among Thai undergraduate students. The sample comprised twenty English major undergraduates selected through purposive sampling from a university in Thailand. Employing a mixed-methods experimental design, the intervention involved incorporating reflection activities (i.e., writing a learning log) through e-portfolios. Pre- and post-tests, coupled with a cognitive load survey, were administered, while qualitative data were collected to delve into participants’ attitudes and perspectives. The results revealed a significant improvement in post-test scores when compared to pre-test scores (Cohen’s d = 0.891), underscoring the substantial impact of the intervention. Additionally, the average cognitive load exhibited a decrease in intrinsic and extraneous load, while the automatic load remained unchanged. In addition, student interviewees believed that reflections through e-portfolios could help them learn better, but also expressed some issues with its utlization. However, a small sample could influence the generalizability. These findings hold practical implications for leveraging reflection through e-portfolios to enhance learning efficacy, promote a comprehensive understanding of lessons, and foster self-monitoring of academic progress.

Language Strategies Deployed by the Learners of English Major Undergraduates: an Exploration of Its Status

In the first changing world of technology, communication takes a new shape every time. For this reason, bringing change to teaching effective communication is almost a herculean task for language trainers, especially for those who teach English as a second language. However, while exposed to the various learning activities, the learners of English deploy some strategies to learn English on their part. These strategies are unknown to them and therefore remain unstructured for teachers and students alike. The results showed that cognitive strategy among the direct and metacognitive strategy among the indirect is used most. Furthermore, females were reported deploying strategies more than their male counterparts with a statistical significance (p<0.05). Finally, the correlation between direct and indirect strategies was reported as moderately positive but significant (p<0.01).

Reforming the Curriculum System for Applied Undergraduate English Majors: Bridging Theory and Practice

Since the implementation of the reform and opening-up policy, Chinese universities have seen a significant growth in the study of foreign languages, with a focus on English majors. Nonetheless, ongoing difficulties compromise this educational system's efficacy. It is often acknowledged by experts that, despite substantial expenditure, English majors struggle to satisfy societal demands because of curricular structures that are out of date and were inherited from earlier times. To address these issues, this paper suggests extensive changes to the applied undergraduate English major curriculum. The suggested changes, which stress the development of practical skills in line with the demands of the modern labor market, seek to close the gap between theory and practice by drawing on theoretical frameworks and real-world experiences. The theoretical structure for curriculum design includes refining traditional language proficiency courses, incorporating a variety of professional modules, creating career-focused vocational courses, enhancing comprehensive practical training. By aligning curriculum content with evolving industry demands and fostering a holistic approach to talent cultivation, these reforms strive to equip English majors with the necessary skills and competencies to succeed in today's dynamic global landscape.

Study on undergraduate English majors' outlook on employment environment in the post-pandemic era: Take Guangdong Province as an example

Study on undergraduate English majors' outlook on employment environment in the post-pandemic era: Take Guangdong Province as an example

An Empirical Study on English Learning Burnout among Chinese English Majors—Taking English Major Undergraduates at X University as an Example

Burnout has a great impact on students’ learning achievement and motivation. This paper investigates the English Learning Burnout (ELB) of 122 English Major undergraduates from one first-rate university in Xi’an by questionnaire. After the quantitative analysis, it finds that participants show a high level of burnout from English learning (M = 3.28, SD = 0.96). Among three dimensions of English learning burnout, cynicism occupies the first (Mean = 3.31, SD = 0.94) and emotional exhaustion ranks the second (Mean = 3.28, SD = 0.97), followed by reduced personal accomplishment (Mean = 3.27, SD = 0.88). To deeply explore the factors influencing the ELB, linear regression analysis is conducted. Results of linear regression analysis show that four kinds of factors influencing learning burnout proposed in previous studies including school factor, disciplinary factor, personal factor and social factor contribute to the ELB. Based on the research finding, it proposes suggestions for teachers to pay more attention to students’ psychology for learning. Meanwhile, it is also suggested that the curriculum be optimized to meet the need of the talent market and students’ prospects.