English Skills Research Articles

EFL Students’ Perception in Indonesia and Taiwan on Using Artificial Intelligence to Enhance Writing Skills

Technological advancements in education have introduced Artificial Intelligence (AI) as a transformative tool to enhance academic writing skills in English as a Foreign Language (EFL). This study explored EFL students’ perceptions in Indonesia and Taiwan regarding the role of AI in improving their writing abilities. Using qualitative research methods, data were collected through semi-structured interviews with 20 second-year students specializing in English at an Islamic State University in Indonesia and a National University in Taiwan, who actively use AI tools in their writing processes. Analysis based on Creswell’s thematic framework revealed positive perceptions of AI, with benefits such as improved grammar, sentence structure, paraphrasing skills, vocabulary enrichment, and efficiency in topic generation. However, concerns also emerged about excessive reliance on AI, reduced creativity, and issues of plagiarism and authenticity. These findings highlighted the dual-edged nature of AI in academic writing, emphasizing the need for careful integration and risk mitigation to fully leverage AI’s educational benefits. This research enriched the discourse on technological advancements in EFL education and provides insights for curriculum developers, educators, and policymakers to optimize AI use in academic settings. The practical implications of these findings included strategies to enhance the effectiveness of AI in education and foster innovation in EFL teaching.

ENHANCING SOFT SKILLS IN TEACHING ENGLISH: A STUDY UTILIZING PADLET APPLICATION AMONG STUDENTS

This research aims to examine the efficacy of utilizing the Padlet application to enhance soft skills in English as a Foreign Language (EFL) education among students at International Information Technology University. Soft skills, such as communication, collaboration, critical thinking, and creativity, are crucial competencies for students navigating the globalized workforce. Technology integration in education has become increasingly important, and Padlet provides a versatile platform for collaborative learning and content sharing. This study adopts a quantitative approach, employing a pre/post-observation design to evaluate the influence of Padlet usage on the development of soft skills among EFL students. Participants are randomly assigned to either an experimental group, engaging with Padlet activities, or a control group receiving traditional instruction. Validated instrument, including performance evaluations, are used to measure soft skills before and after the intervention. Quantitative data analysis techniques are utilized to compare mean scores between groups and assess the effectiveness of Padlet in fostering soft skills. Expected outcomes encompass improvements in communication clarity, increased collaboration in group tasks, enhanced critical thinking through information synthesis, and greater creativity in idea generation. The findings of this study hold implications for EFL educators seeking innovative approaches to skill development and for institutions aiming to effectively integrate technology into language education. By exploring the role of Padlet in enhancing soft skills within the specific context of EFL education at International Information Technology University, this research contributes to a deeper understanding of technology-supported learning and its impact on student outcomes.

Virtual Communication in the Online Game Counter-Strike as an English Learning Media

This research is motivated by the rise of people who play online games, one of which is the online game Counter-Strike 2, which is favored by the world community. Playing Counter-Strike 2 online games can be used as a medium of learning English because, in Counter-Strike 2 online games, you can communicate with the international community using English. People can improve their English language skills through the experience they get when communicating virtually with the global community by playing Counter-Strike 2 online games. The purpose of this study is for people to take advantage of Counter-Strike 2 online games, not just entertainment media so that they can use them to communicate virtually with the international public as a medium of learning and honing skills in English. This study uses a descriptive method with a qualitative approach. Data collection techniques used by researchers are interviews, observations, and literature studies. The results of this study show that playing the online game Counter-Strike 2 can be used as a medium of learning English. This is due to the player's habit of communicating with each player using the international language, namely English, when the game starts. Learning English through Counter-Strike 2 online games can add new knowledge that does not exist in formal education or books. Namely, we can learn new terms in English, known as slang. If you are used to communicating with the international public, it can increase your confidence in using English.

English Communication Skills (ECS) of Grade 9 Learners: The Basis for Designing an ECS Intervention Program

English Communication Skills (ECS) are crucial in the globalized context, yet the Philippines' ranking of 77th out of 81 countries highlights a significant proficiency gap. Consequently, there is an urgent need for targeted intervention programs to address these challenges among Filipino students. This research aimed to evaluate the English Communication Skills (ECS) of Grade 9 students at High School in Philippines, focusing on speaking and writing proficiency levels and the relationship between them, to develop an intervention program. Utilizing a descriptive research design with a quantitative approach, the study involved 40 Grade 9 students selected through random sampling. Data were collected using a researcher-made survey questionnaire, complemented by tests employing the WIDA Speaking and Writing Interpretive Rubrics for a detailed analysis of speaking and writing capabilities. The analysis was conducted using statistical methods to yield descriptive statistics and the Pearson R correlation for assessing the relationship between speaking and writing skills. The results indicated that while students perceived their ECS as satisfactory, the actual assessments did not meet the expected standards, and a very low correlation was found between speaking and writing proficiency. This gap emphasizes the necessity for targeted intervention programs tailored to the specific needs of students to enhance their ECS. The study concludes with the recommendation for developing pedagogical strategies that focus on the identified areas of improvement in ECS among Grade 9 learners.

영어교육과 세계시민교육 융합 수업 사례에 대한 체계적 문헌 분석

This study analyzes 12 research papers focusing on the integration of English language education and global citizenship education (GCE) in South Korea from 2015 to 2024. The analysis reveals a predominance of research at elementary and university levels, while studies focusing on middle and high schools are comparatively scarce. Most studies pursued the dual objectives of enhancing English communication skills and fostering global citizenship awareness, with key themes including multiculturalism, human rights, and environmental issues. Teaching methodologies encompassed content-integrated learning, media-based learning, learner-centered approaches, and critical pedagogy. The effects of these integrated courses were global citizenship awareness and attitudes, English communication skills, socio-emotional and motivational aspects, and career and practical applications. Based on the research findings, the study discusses implications for future directions in integrated education.

Strategic Management Approaches for Enhancing English-Speaking Proficiency in Language Education

This study explores effective strategies for teaching English speaking skills and the factors that influence implementing these strategies. The study discussed the strategies used in speaking learning, why they are chosen, and their implications for students speaking success. The strategies referred to in this study encompass methods, resources, and media used in achieving success in learning to speak English. The research method employed is qualitative with a case study approach. The study was conducted in March 2023 at some schools and English courses, with ten teachers serving as informants. Data collection was carried out through indirect interviews via WhatsApp and GoogleForm. The main findings show that role-play and chain drill methods are the most frequently applied strategies and are considered effective in improving students speaking skills. The main factors that influence the use of these strategies include students interest and the relevance of the material. The implications of this study highlight the importance of selecting strategies that are appropriate to students characteristics and learning contexts, and this study shows the need to adapt teaching methods based on the availability of resources and environmental support. The results of this study provide insights for educators to design and implement more effective speaking learning strategies and encourage further discussion on innovation in English language learning.

Effects of Game-Based Learning on Improving Grammar Skills of Grade 9 Students

As the educational system transcends to 21st-century learning, various methods in the teaching-learning process are used to motivate students, one of which is game-based learning. This study explores the effects of game-based learning in improving the grammar skills of grade 9 students at Regional Science High School-III, Philippines. The results from the 1st quarter item analysis elicited the least learned competency, which allowed researchers to examine and determine the effects of game-based learning in improving the English grammar proficiency of the 143 grade 9 students, particularly in the use of modals. The study used a quasi-experimental research design, where the researchers adopted an assessment tool to determine the students’ English grammar proficiency level. The teachers assigned the experimental group with 8 game-based lessons and the control group who experienced the traditional lessons. The researchers used a paired sample t-test using the Jamovi software. The study found that there is a highly significant difference between the pre-test and post-test scores of the respondents before and after the integration of game-based learning lessons, resulting in the rejection of the null hypothesis. Furthermore, for English teachers, the intervention is perceived as beneficial in improving the English grammar skills of the learners. The study presented the description of various game-based lessons and determined the respondents’ proficiency levels. It was found that students progressed from being developing proficient to proficient when game-based lessons were applied. Thus, game-based learning is effective as it also makes the learning environment fun, conducive, exciting, and learner-centered.

INTEGRATING REPETITIVE READING WITH SERVICE LEARNING IN AMELIORATING CRITICAL READING AT A PRIVATE ISLAMIC JUNIOR HIGH SCHOOL

The Community Service Programme carried out by lecturers and students of the English Language Education Study Programme, Tarbiyah and Teacher Training Faculty of IAIN Langsa aimed to improve the English language skills of the community in the environment around the campus. This activity is carried out in the form of training to find the needs of the participants. In this activity, the intended participants were students of MTS Swasta An-Nur Kota Langsa grade VII that consisted of 11 students. The methods used in this activity included repetitive reading methods with a communicative approach through service-learning activities. The results of this programme showed a significant improvement in the critical reading skills of English narrative text as evidenced by the results of the score analysis with SPSS. The success of this programme not only has a positive impact on the participants, but also provides practical experience for students in applying English learning theory in the field, as well as strengthening the role of lecturers as community servants. The implementation of this programme reflects the institution's commitment to supporting sustainable educational development and contributing to improving the quality of human resources in the community.

Nursing Students’ Attitude and Motivation towards Learning English Communication Skills at Nursing College, Lahore

English has become an international language and has been used in the whole world as a primary mode of communication. Unfortunately, English speaking has become a challenge for students and a hurdle in communicating with other nations. Objectives: To assess the motivation and attitude toward English learning among Bachelor of Science in Nursing (BSN) students at the Akhtar Saeed Medical College of Nursing. Methods: This current study employed a quantitative design. A questionnaire-based cross-sectional survey was conducted at Akhtar Saeed Medical College of Nursing, Lahore, Pakistan. Data were collected from a sample of sixty-six BS Nursing students out of a population of two hundred, selected using the convenience sampling technique. The research tool used for this study was adopted from Gardner’s Attitude/Motivation Test Battery (AMTB). An analysis of the gathered data was conducted using SPSS statistics IBM 26. Results: The findings showed nursing students as highly motivated. More than 80% of students know its importance in career advancement, Job opportunities, getting a Grade ‘A’, higher education, knowledge advancement, and going abroad. Half of the students showed a positive attitude. Few students showed negative attitudes due to the anxiety of making mistakes while speaking in front of others. Conclusions: It was concluded that after analyzing the results It is clear that although students are driven to study English, they are afraid to speak in front of others. Because of the small sample size, more studies on a larger sample and in other Pakistani educational institutions should be done in the future.

THE STUDENTS’ PERCEPTIONS OF USING SOCIAL MEDIA (INSTAGRAM) AS A WRITING TOOL IN EFL CLASSROOM

The purpose of this study is to explore and understand how students perceive social media as a writing tool within classroom settings, with a particular focus on English language acquisition. In today's digital age, social media platforms have become ubiquitous, influencing not only personal communication but also educational practices. Special emphasis is placed on how these digital tools can aid in the development of English language skills. The literature review underscores the increasing integration of technology in education and delves into the potential benefits and challenges associated with incorporating social media into traditional learning environments. Among the various platforms, Instagram stands out due to its visual format and capacity to foster creativity and engagement, making it a promising tool for enhancing English language learning. This research seeks to provide a nuanced understanding of the advantages and limitations of using social media as a pedagogical tool, particularly in relation to student engagement and language skill development. By gaining insights into students' attitudes and approaches to using social media as a writing tool, this study aims to equip educators with practical strategies for effectively integrating these platforms into language learning curricula. The ultimate goal is to enhance the educational experience, making it more relevant to students' everyday lives while preparing them for success in an increasingly digital world.

Impact of Project-Based Learning (PBL) Integrated with Google Classroom on Improving English Writing Skills in a Bangladeshi University

Developing tertiary students’ writing skills is a crucial issue. Teachers integrate writing projects with Google Classroom to develop students’ writing skills, although the impact of this learning model has not yet been determined in the Bangladeshi higher education context. This research explored the impact of project-based learning (PBL), supported by Google Classroom, on developing the writing skills of tertiary students in Bangladesh. This quasi-experimental study analyzed essays written by 30 control- and 30 experimental-group students. Additionally, in-depth interviews were conducted with 10 students to collect data. A t test and thematic analysis were conducted for quantitative and qualitative data analysis, respectively. This quasi-experimental research used a pre-test/post-test and control group design. The experiment was implemented for the experimental group using PBL with Google Classroom and for the control group using the conventional teaching method. The pre-test results indicate no differences between the groups (t = 0.55, p > 0.05) in terms of writing proficiency before the intervention. Nevertheless, the post-test yielded a t value of 3.43 (p < 0.01), which was statistically significant in favor of the experimental group. This suggests the enhancement of students’ writing skills through PBL with Google Classroom. These results demonstrate the benefits of the combination of interactive activities and social interaction conducive to writing tasks provided by this blended learning strategy. The implications are that teachers can blend PBL with Google Classroom for more active learning environments that align with students with real-world writing tasks. Limitations involved a small sample size and study duration. Future work should target larger, more diverse samples and incorporate qualitative work to deepen understanding of the learning process and outcomes.

Implementation of Foreign Language Institution Management in Improving the Arabic and English Language Skills of Santri at Modern Pesantren Misbahul Ulum

Implementation of Foreign Language Institution Management in Improving the Arabic and English Language Skills of Santri at Modern Pesantren Misbahul Ulum

Target Situation Needs Analysis of English Language Skills Required by Syrians in the Arabian Gulf Area

The English language has always been a barrier facing Syrians who aim to find a better life and job opportunities in countries where English has excellent value. This research paper investigates and analyzes the linguistic skills needed by Syrians who are part of the field of business in the Arabian Gulf countries. The study utilizes a mixed-method approach for collecting data and analyzing it through a questionnaire and interviews. This research aims to specify the specific English language needs of Syrian students in countries where English is drastically needed for life and business to help design online English for Business course that aligns with those needs. The study aims to provide descriptive insights into the linguistic challenges faced by Syrian students and to propose recommendations for curriculum development in English for Business. The findings of this study can be useful for English language teachers, developers of curriculums, and policymakers.

Mind Mapping: An Effective Technique for EFL Students’ Language Skills Improvement

To be successful in language learning and teaching as well as to advance language skills, one needs to utilize valuable and impactful language learning and teaching strategies. Language experts and pedagogues suggest variety of strategies which are essential for language skills improvement; one of these strategies is mind mapping. Since mind mapping activates both hemis of brain, it helps EFL learners to recall what they have learned. In addition, it can be used as an alternative medium for EFL teachers to deliver language contents. It plays greater role as well for the development of language skills. However, EFL students and teachers are not seen employing it during language classes. Hence, the objective of this article was to review and summarize the role of mind mapping so as to improve English language skills, particularly vocabulary, grammar and speaking skills. Secondary data from 20 published articles on the role of mind mapping on EFL students’ language skill improvement were examined to get a better understanding on the issue. Narrative review was carried out. As the findings of the published articles indicated, mind mapping ignited students’ language learning which consequently led for the enhancement of their language skills. Therefore, it is recommended for EFL students and EFL teachers to use mind mapping while learning and teaching EFL.

The Role and Impact of Artificial Intelligence in The Learning of English Writing Skills in Second Language Acquisition

In this era of Artificial Intelligence (AI), its integration into English writing in Second Language Acquisition has long been a research hot spot of numerous scholars all over the world. However, previous studies generally focus on investigating and assessing its present applications instead of adopting a comprehensive view. To help fill the research gap, this study examines the current usage of AI in the learning of English writing, explores the problems and obstacles students encounter, and provides feasible solutions to its defects. The result indicates that apart from bringing multiple benefits to learners, AI has also generated various problems mostly characterized by declining creative learning, weakened social connection, and menaced confidential information. On account of the existing problems, this study propounds that there is an urgent need for improvement, including revolutionizing AI's internal mechanism, modifying the criteria for English writing evaluation, and installing more advanced systems for surveillance and individualized learning.

CHILDREN'S UNDERSTANDING OF ENGLISH VOCABULARY THROUGH VISUAL SEMIOTICS IN THE MUSIC VIDEO OPPOSITES WORD POWER BY PINKFONG YOUTUBE CHANNEL

The lack of English language skills and understanding in Indonesian primary school children is caused by many factors such as, limited teachers, unfamiliarity, unsupportive environment, and various other things. This is a challenge for individuals to learn English and teachers as teachers. In addition to the seriousness of children in learning English, the accuracy of the teacher in choosing the learning methods given to children must also be appropriate. In the current era of digitalization, learning methods through YouTube videos can have an impact on children's knowledge and understanding of English if implemented properly. In this case, learning English can be obtained by listening to videos that apply visual semiotics in it. The application of visual semiotics can be applied in teaching English to children from a video. The form of application can be like in the music video [Opposites Word Power | PINKFONG Songs for Children]. In this music video, explaining the opposite meanings of eight English vocabularies visualized in the form of icons and symbols. This research is descriptive research using a qualitative approach. The data collection conducted by the researchers used random sampling technique with ten public elementary school children aged 8, 9, and 10 years old as respondents. The data collection activities are carried out by asking questions related to knowledge and understanding of vocabulary in the music video to each children after the researchers show the YouTube music video [Opposites Word Power | PINKFONG Songs for Children]. The result of this study is to explain the extent of understanding of English vocabulary by children through visual semiotics displayed in the video. The results show that the icons and symbols displayed in the video mostly help the children understand the meaning of the English vocabulary displayed. This research also proves that visual semiotics is a sign whose meaning is universal so that it can be used as a learning method used by educators in teaching English in public elementary schools in Indonesia.

USING HOT POTATOES APP AS TEACHING METHOD FOR VOCABULARY SUBJECT

To learn to read, write, talk, and listen, students must master vocabulary. To get good at the four basic English skills, you need to learn new words. Learners can easily access the Hot Potatoes app from anywhere with an internet connection and a simple computer browser. There are exercise templates in the Hot Potatoes programs that can be used to make web-based tasks that can be uploaded to servers and made available to students. There are six different kinds of web-based workouts that Hot Potatoes can make. These can be used on their own or connected to other workouts or activities to make a number of tasks. The app Hot Potatoes is helpful because it lets students revise and change their work by giving them hints and then giving them comments in the target language. Teachers can also choose which email address will receive student grades by using the Hot Potatoes program. The purpose of this study is to find out what happens to tenth-grade students at SMKN 2 Palangka Raya when they use Hot Potato-based learning materials to improve their language. This study examines how Hot Potatoes used in SMKN 2 Palangka Raya tenth graders. This research topic is whether Hot Potatoes improve students' vocabularies before and after teaching. The research utilizes a pre-experimental design, the one-group pretest-posttest approach, because consists of only one group serving as both the control and experimental groups. In the one-group pretest-posttest design, a single group is monitored both before and after receiving therapy.To address the study topic, the researcher calculates pre- and post-test scores using paired sample t-test. H0 is rejected by paired sample t-test. The 2-tailed Sig. value is 0.000 < 0.05. Students' vocabulary scores changed significantly between pre- and post-test. Paired Sample Statistic showed that the mean before teaching with Hot Potatoes was 52.73 and after was 82.42. Hot Potatoes is alternative for the students in learning English especially in vocabulary. This reason is based on the result of test after getting treatment. The activity using the Hot Potatoes makes the students are easy to understand the material. In addition, this activity invites the students to be active and creative. Active here means that the students participate in studying of English and they feel fun. Meanwhile, creative here means that the students do the gap-fill exercise and matching exercise. The implementation Hot Potatoes in teaching and learning gives positive effect on the students’ achievement. It can be done because by fun learning, information can be understood and maintained well Teachers are suggested to use the media as one of the variations in teaching English and they can use technology as integrated media at school. The other researchers can do the similar research with other media or authoring tool besides Hot Potatoes such as Quizlet, Notion, Kahoot and so on

How to Enhance Functional Adequacy in Senior High School Students’ Writing

With the reform of the new college entrance examination, senior high school English writing has received great attention. The English Curriculum Standards for Senior High Schools (2017 Edition Revised in 2020) proposes that English teaching in senior high schools should focus on cultivating students’ core competence in the English discipline. In particular, English writing, which can fully reflect students’ comprehensive English application skills, plays a significant role in English learning. However, according to current learning situation, the writing performance among senior high school students is not satisfactory. In the recent years, the importance of functional adequacy as an essential component of L2 proficiency has been observed by some scholars. Based on this, this study highlights the effectiveness of functional adequacy in facilitating students’ writing performance and emphasizes the importance of developing students’ pragmatic writing ability. Also, this study explores how to develop functional adequacy in senior high school students’ writing and puts forward some pedagogical implications of improving pragmatic performance in writing for English teachers.

Comparison and Evaluation of TOEFL iBT and ESOL

As two high-stake standardized tests, Test of English as a Foreign Language (TOEFL iBT) and Trinity College ESOL Skills for Life (ESOL) Level 2 have been internationally recognized and used to demonstrate candidates’ English ability in different skills. Drawing from diverse perspectives, this paper undertakes a comparative evaluation of the speaking sections of these two tests and aims to provide insights into how these exams structure their speaking components, the criteria used for evaluation, and how effectively they measure candidates' English communication skills and practical language abilities. By comparing these aspects, the paper presents the similarities and differences of the speaking assessments of the two testing systems and intends to contribute a deeper understanding within these globally recognized exams to educators, test developers, and candidates alike.

Using Artificial Intelligence Tool in Studying English Skills in Vietnam – An Experimental Research for Vietnamese High School Students

Using Artificial Intelligence Tool in Studying English Skills in Vietnam – An Experimental Research for Vietnamese High School Students