English Subject Research Articles

The Effectiveness of Tonglish Application in English Language Learning for Elementary School Students

English language learning in primary schools has an important role in forming the basis of foreign language skills for students, and early mastery of English is considered a worthwhile educational investment for the future. However, challenges in English learning at the primary school level are often related to low student motivation, conventional teaching methods, and limited teaching resources. This study aims to evaluate the effectiveness of Tonglish application in English language learning in elementary schools. The app is designed to improve students’ English skills through interactive features such as vocabulary quizzes and learning videos. This research uses quantitative experimental method with a True Experimental Design, namely Pretest-Post-test Control Group Design. Two groups of students from grade 5 of SD Muhammadiyah Ambarketawang 2 were randomly divided into an experimental group and a control group. The experimental group used the Tonglish app for two meetings, while the control group did not use the app. Data were collected through a pretest and post-test consisting of 30 multiple-choice questions on? The results showed that there was a significant difference between the English scores of students who studied using the Tonglish application compared to those who did not. The average score of students who used the Tonglish app was 84.40, while students who did not use the app were 51.40. What about the statistical result showing the significance of the implemented app?; Then there should be hypothesis testing? The use of the English app significantly improves elementary school students’ learning outcomes in English subject.

Study on the Status Quo and Cultivation Strategies of English Teachers' Classroom Discourse Competence of English Normal Students

The English education reform in primary and middle schools poses a great challenge for English teacher trainees as future front-line teachers. They not only need to master subject-specific knowledge and educational expertise , but also need to have a concept that English subject has played an important role in cultivating students’ holistic development. In this context, English teachers with accurate and expressive pronunciation can serve as role models for students, but also lay a solid foundation for beginners' pronunciation. The standardized and appropriate teachers' classroom discourse in achieving teaching objectives and developing various teaching activities should be emphasized, and the research on the strategies on the cultivation of English teachers' classroom discourse competence among English majors in normal universities, also known as English normal students, need to be carried out. In view of this, this paper first clarify the overall objectives of the English curriculum in primary and middle schools, which is the main theoretical basis of this paper, and then explores the effective strategies for cultivating English normal students' classroom discourse competence, based on the observation and analysis of English teachers' classroom discourse proficiency.

Factors Causing Students’ Failure in the English Subject in National Grade 12 Examinations in Cambodia: A Literature Review

Factors Causing Students’ Failure in the English Subject in National Grade 12 Examinations in Cambodia: A Literature Review

Enhancement of Academic Reading Comprehension Skills through Cognitive Academic Language Learning Approach (CALLA)

Language skills are an integral part of quality education as it induces communication, creates comprehensibility of content and expedites knowledge acquisition. This requires students to actively involve in language learning, to meet the growing competent requirements of engineering education. Enhancing Reading competence is one of the crucial factors for achieving academic success. This paper examines the effectiveness of Cognitive Academic Language Learning Approach in enhancing the reading comprehension skills of first year Engineering students. Cognitive Language Learning Approach is an instructional student – centred approach designed around cognitive and metacognitive strategies, to enable easy comprehension of academic language content. A study was conducted in one of the leading government aided institutions in southern Tamil Nadu, to enhance the reading comprehension skills through the academic subject of Technical English. Data were collected using post-test experimental design, with control group and experimental group (20 each). The quantitative data were analysed using descriptive statistics while the qualitative data recorded the responses of student’s perception on the efficacy of CALLA. The data analysis revealed in enhancement of reading comprehension skills, elevating the overall reading competency. Keywords— Cognitive Academic Language Learning Approach; Explicit language instruction; Metacognitive strategies; Reading Comprehension skills Enhancement.

Experiential Learning Strategy and Preschoolers' Performance in English Language

This experimental study was conducted to examine the effect of experiential learning strategy on vocabulary development of preschool children in English language. The study used a pretest-post quasi experimental design. Two intact groups of preschool children were selected from an English medium school. Each group consisted of 30 children. Instrument was English language test consisting of vocabulary development, spelling test, sentence writing and creative writing. Pre-test was given to both the groups and the results were recorded. The control group was taught using conventional method of teaching; while the experimental group was taught using experiential learning strategy. After intervention of experiential learning strategy, a post test was conducted. Findings of the study showed that the children instructed using experiential learning technique achieved significantly higher scores on English subject test as compared to the students who were taught with conventional teaching method. It was suggested that experiential learning strategy may be used to improve performance in vocabulary development, spelling test and creative writing at preschool stage.
 Keywords: Experiential learning, Teaching strategy, Vocabulary development, English language learning

Active Learning Strategies in English Teaching in Higher Vocational Colleges

With the continuous development of modern society, the demand for international communication is increasing day by day, which also puts forward the demand for modern talents. Master and be able to communicate with English, has become one of the directions of talent training in various universities, and the importance of English subjects in higher vocational colleges is gradually increasing. The use of active learning strategies in higher vocational colleges to carry out teaching activities can mobilize students’ learning initiative, create a better learning experience, improve their oral English expression ability, and develop their critical thinking. This literature review mainly combines an analysis of the current situation of English teaching in domestic higher vocational colleges, presents the use of active learning strategies in the teaching and learning process in order to provide some support for the healthy application of English teaching activities in higher vocational colleges.

Construction and Application of University English Knowledge Mapping Supported by the Concept of Outcome-Oriented Education

Abstract The outcome-oriented e-education concept is one of the current international advanced education concepts, and its generation and development fit with the development of information technology and the social demand for the quality of talent cultivation. In this paper, a knowledge mapping system for university English courses based on the concept of outcome-orientated education is investigated to enable the integration of university English course knowledge and its visualization in the form of web pages. Knowledge points, concepts, definitions, and other information about the university English subject are extracted, and various data sources, which contain structured, semi-structured, and unstructured data, are collected, integrated, and extracted in the form of English knowledge triads. The system testing results indicate that, in comparison to the traditional DistMult method, this paper’s method enhances the classification accuracy of the three English course datasets by 0.93%, 1.68%, and 0.85%, respectively. The experimental results validate the effectiveness and superiority of the system. Meanwhile, the questionnaire survey found that the system can effectively help learners improve their confidence, interest, and initiative in learning, enhance their learning effectiveness, improve their learning efficiency, and provide them with high-quality learning resources that have good application value.

Challenges of Non-English Major Teachers in Teaching Senior High School English Subjects

This inquiry aimed to determine the challenges experienced by non-English major teachers in teaching Senior High School English subjects and their utilized coping mechanisms. It also sought to determine the relationship between the challenges encountered and the coping mechanisms applied. Moreover, the study aimed to discover the differences between teachers’ baccalaureate courses, challenges, and coping mechanisms. The patterns and associations of the variables were ascertained by using descriptive-correlational design. The extent of challenges faced and coping mechanisms applied were revealed through the descriptive tool. Spearman Rank Correlation Coefficient was used to know the relationship between the said challenges and coping mechanisms, and the differences between the variables and teachers’ baccalaureate courses were identified using the Kruskal-Wallis H Test. The study also employed the purposive sampling technique. The respondents of the study were the 50 teachers from Tanjay City Division, teaching in Tanjay City and Pamplona, Negros Oriental, Philippines. The researcher utilized a self-made questionnaire. The study revealed that non-English major teachers have challenges in teaching Senior High School English subjects specifically in the following areas: (a) teaching academic writing, (b) teaching writing one scene for one-act play applying the various elements, techniques, and literary devices, (c) teaching writing craft essay; (d) teaching speech writing; (e) selection of relevant resources specifically on choosing materials that are aligned in lesson objectives; and (f) deciding for curriculum-appropriate materials to use. The data also showed that online video tutorials, allowing colleagues/school heads/supervisors to observe their classes, and monitoring students’ performance are the most utilized coping mechanisms. The study concluded that despite the challenges encountered by non-English major teachers in teaching Senior High School English subjects, these teachers are still tough in facing their daily battles, which provide them chances to learn outside their comfort zones.

Research on Student-Centered English Teaching Strategies in Higher Vocational Colleges

In the process of implementing English teaching activities in domestic higher vocational colleges, students’ poor foundation of subject knowledge learning and students’ weak overall English learning ability are very prominent problems in the teaching process. These have adverse effects on the development of students’ learning and serve as obstacles to the achievement of the goal of talent training. In order to better meet the learning needs of higher vocational students, higher vocational colleges need to organize and carry out corresponding teaching activities around the student body, take student-centered teaching as the guidance, solve the teaching problems at the present stage, adopt corresponding teaching strategies to improve the adaptability of teaching methods and improve the teaching effect of English subjects.

Exploration of the Integration of Reading and Writing in Narrative Writing Instruction for Junior High School English

Under the guidance of the new curriculum standards and in line with the requirements of English subject core literacy, this instructional practice aimed to explore the feasibility, effectiveness, and transferability of integrating reading and writing in narrative writing instruction for junior high school students. Through a one-semester teaching experiment, the study yielded the following findings: 1) Compared to the control group, the experimental group demonstrated significant differences in overall writing achievement, writing content, and the organization of writing structure; 2) The integration of reading and writing in narrative writing instruction positively influenced students' interest in writing and their confidence in the writing process. Finally, this paper discusses the potential transferability of the reading and writing integration instructional model to writing instruction in the Kashgar region, as well as reflections on the teaching experiment.

Grammatical Ability Assessment Software for ESL Students with Limited English Proficiency

Grammatical Ability Assessment Software for ESL Students with Limited English Proficiency

Design and Evaluation of a Set of Methodological Strategies for Learning a Second Language in Students With Down Syndrome Using Computer-Based Instruction

This paper introduces a set of teaching strategies to enhance second language learning for students with Down Syndrome (DS) enrolled in an English course covering material from the first two years of Primary School. A set of instructional support strategies have been defined and integrated into an <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">online</i> learning software, developed <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">ad-hoc</i> to teach the basic vocabulary of the English subject syllabus of the two first courses of Primary School. A controlled experiment was carried out with 20 students with DS, who were divided into two groups: control and experimental. The control group was given a simplified version of the software, while the experimental group had access to the complete software with personalized instruction. Prior to the experiment, all participants undertook the same level test (pre-test) in order to assess their initial knowledge level of English. After finishing the learning stage, a post-test was provided to the students to assess their learning. In both groups, results in the post-test were consistently better than in the pre-test, supporting the positive effect of the learning software as an instructional tool. In addition, learning gains were significantly higher in the experimental group, that used the proposed instructional aids.

Constructing “English+” teaching mode enabled by ChatGPT: Taking “English + IT” subject as an example

With the explosion of English subjects, graduates majoring in English are now facing the dilemma of losing social and employment competitiveness. The present study found that English can combine its designated education with other subjects to improve students’ overall competence, and using the new artificial intelligence of ChatGPT may be a promising method to assist English language teaching. The research has conducted semi-structured interviews with five students studying “English Language and Data” subjects at a university in Zhejiang, China. Through the semi-structured interviews, all of the interviewees used ChatGPT during their studying life at university; they not only used ChatGPT in English major courses, but they also used it in IT-related courses more often, and they preferred using ChatGPT, believing it had more pros than cons. The results showed that ChatGPT had become a good tool for English language teaching and “English+” subject learning, and its future remains to be explored.

“Pedagogical Communication in Modular Distance Learning Modality for Primary Graders”

The study investigated the significance of pedagogical communication to find out if there is a difference between traditional face-to-face instruction and modular instruction, to discover the flow of pedagogical communication in modular instruction, to identify the needs and challenges that occurred in the pedagogical communication of today’s modular instruction, and to discern the pros and cons of modular instruction. The study employed Tsui’s (1994) IRF (Initiation-Response-Follow-up) Taxonomy and Burroughs’ (2007) Typology of Actual Compliance-Resistance Strategies and Messages as the bases for the detailed categorization of the learners’ responses. Qualitative content analysis was utilized to treat the gathered data generated from the pedagogical communication content of the Grade 2 Grade 3 modules, specifically the entire lessons found in Quarter 1 Module 1 of English subject only per grade level. It encompasses three major phases: preparation, organization, and reporting of the results. Based on the summary of findings, it was found out that all Tsui’s IRF head acts were present. Still, there were some sub-categories that were not present, and so with the sub-categories on Burroughs’ Typology of Actual Compliance-Resistance Strategies and Messages. Indeed, the pedagogical communication present in the Modular Distance Learning modality must be maintained and improved for the continuous development of the teaching-learning process and lived experiences among teachers, learners, parents, guardians, stakeholders, and other concerned individuals, with a focus on learner-centeredness and learner agency.

Washback effects of Google Meet automatic caption feature in assessing students’ pronunciation

The utilisation of technology in assessing speaking tests is not a novel concept. Conducting an analysis of the washback effect should be done following the implementation of the assessment. This research study aimed at finding the washback effects of the use of the Google Meet automatic caption feature in assessing students’ pronunciation skill. A mixed-method was employed with the embedded case study as the research design. The instrument was a survey questionnaire designed with a four-point Likert scale. It was distributed to 63 students in English subject from the first semester of Management study program in Universitas Tidar, Magelang which were selected using the purposive sampling. A descriptive statistics analysis was used to analyze the results of the questionnaire. To strengthen the data, a semi-structured interview was conducted to gain more accurate descriptive data. It was found that there are three pedagogical dimensions of washback effects: students’ attitudes, motivation, and pronunciation awareness. Based on these results, further research on the feature’s accurateness in captioning is highly suggested.

The Use of Learning English Webtoon Comics to Improve the Students' Speaking Ability

Considering that Webtoon is an innovative media in teaching reading comprehension. And The Question Is How can the use of English comic improve the ability of students?. Teachers should know how to use Webtoon and how to connect students into virtual classroom that can give some advantages either for teacher or students. For teacher, social application like Webtoon can make teachers help students to interested and teach how to use their android, computer and their free time by reading. It can be suitable process where the process of teaching and learning is not limited to classroom for meeting only. For students, it can be new experience for them to learn digitally and virtually. This strategy supported by researchers. The research design of this study is Classroom Action Research (CAR). This study uses Classroom Action Research (CAR) as the design research, because it attempts to overcome students’ problem in their teaching-learning activities. There are 2 cycles to get a good score to test student, the first is Cycle 1 Quality Time that contains post-test webtoon, the second is Cycle 2 Good As New that contains evaluation webtoon. accordance with the objective of the research was to improve students’ ability in speaking through the use of English comic. The results of this research on English subjects can be concluded that English learning is still conventional, In post-test of cycle 1, the results were established from quantitative and qualitative data. Quantitatively, the students score were improved but still categorized unsuccessful because only 11 students who improved and passed the MPG. In post-test of cycle 2, the results of the research were gained from both quantitative and qualitative data. Quantitatively, it showed the students got higher score of pronunciation test after using this technique. There are 31 students were categorized successful and passed the MPG. It means that the students’ speaking ability was improved. The data also strengthened by the qualitative data from the observation and the interview with the students and the teacher. It shows that they feel more better in speaking using comic webtoon as media.

Analysis of Cognitive Diagnostic Assessment (CDA) in Differentiated Learning on English Subject Phase D

This article presents a meticulous examination of Cognitive Diagnostic Assessment (CDA) in the context of Phase D differentiated learning, with a specific emphasis on English subjects. The study investigates the practice of diagnostic assessment in differentiated learning in Phase D English diagnostic courses and evaluate the challenges teachers face in implementing cognitive diagnostic assessment in differentiated learning. Through a qualitative inquiry, the research administrated questioner and an interview by involving 3 (three) English teacher at the seventh-grade students as the techniques of collecting data, and further analyzed the data by conducting data coding, interpretation, and triangulation. The study concluded that the practice of CDA was based on their prior knowledge of the assessment, and their believe that cognitive diagnostic assessment needs to be conducted in the differentiated learning on English subject phase D. Further, the assessment is distributed by using rubrics and checklist diagnostic tools, and rely on observation method. The respondent believed that CDA strongly informs their differentiated instructional practice and see moderate impact on their instructional practice in conducting it, and they need support from the institution to strengthen their capability in conducting CDA. Related to the challenging of CDA, the most challenges aspects are in struggling with time limitations in implementing CDA, dealing with student reluctance or opposition, interpreting assessment outcomes, and training on cognitive diagnostic tools.

The Effectiveness of Using Give One Get One Strategy to Teach Writing

The purposes of this research were to know the students’ writing skills before and after being taught and to determine whether the use of the Give One Get One strategy significantly affected their writing abilities. This research is a pre-experimental design. The researcher used the one-group posttest pretest design. The pretest was administered before a one-shot case study, a one-group pretest-posttest design, and Intac- treatments were given to the students. The results of the t-test showed the data sig. (2 tailed) is 0.000, the data shows &lt;0.05. If the value of sig. &lt;0.05, then Ha is accepted, H0 is rejected. It can be concluded that Give One Get One is an effective strategy for writing skills for grades VII-G of SMP Negeri 1 Gudo. Hopefully, the teachers can apply this strategy in English classes, and the other researchers can use this research as a reference or comparison and also apply this strategy to other skills and other English subject matter.

Competence-Based Assessment Strategies Applied By Teachers in English Subject: Case of Selected Lower Secondary Schools in Rulindo District, Rwanda

Teaching and assessment are two intertwined aspects in learning, and teaching can’t be separated from assessment. Since the introduction of Competence-Based curriculum, Competence-Based Assessment standards were also elaborated to ensure effective assessment. At lower secondary school, English subject is one among other subjects that students undertake. The purpose of this research was to find out what Competence-Based Assessment strategies teachers apply while teaching English subject. The following two specific objectives guided this research: (i) to identify Competence-Based Assessment strategies used by teachers in English subject, and (ii) how teachers incorporate Bloom’s taxonomy levels of assessment in classroom. It was carried out in 9 selected schools in Rulindo district and comprises 17 teachers of English out of 31 who were selected based on the fact that they teach English in lower secondary school. It was qualitative in nature and used classroom observation and interview methods to gather information. Data was collected using a classroom observation checklist and an interview guide. Data was grouped into themes and analysed narratively. Findings revealed that teachers mostly apply clarifying questioning strategy during Competence –Based assessment. It was also realised that most of the assessment are limited to the lower levels of thinking and only few questions are set to assess higher levels of thinking. The study recommends that teachers should vary assessment strategies while assessing students and ensure all levels of thinking are assessed.

How did the Teachers Talk? Investigating Politeness Strategies in Teachers’ Utterances during Classroom Interactions in English Subject

&lt;p&gt;Analyzing politeness strategies in classroom interaction can reveal the communications between teachers and students during classes. Furthermore, it can reflect the relationship of both parties and thus can be used as a mean to improve the quality of the teaching-learning process. This research is conducted to analyze the types of politeness strategies found in the teachers’ utterances in English teaching-learning process. Observations are conducted in two English classes at one of public schools in Karanganyar, Central Java, Indonesia. The subjects of the research are two English teachers. The data were analyzed using data reduction, data display, conclusion, and verification. The data were classified under the theory of politeness strategies as proposed by Brown and Levinson. The results revealed that the English teachers performed four types of politeness strategies with a total of 239 data. The different dominant politeness strategies from the two teachers showed that the intentions aimed by the teachers in classroom interactions are different. The first teacher showed the use of bald on record strategy as the dominant strategy showing the emphasis on directness and the use of simple utterances. Meanwhile, the second teacher tended to use politeness strategy to show closeness and friendliness to the students.&lt;/p&gt;