ESL Learners Research Articles

Integrating WebQuests into ESL Classrooms to Reinforce Students’ Vocabulary and Reading Comprehension

This study examines the impact of WebQuests on the vocabulary and reading skills of ESL students in Saudi Arabia’s technical colleges. The primary objectives of the study are to determine whether WebQuests can improve the vocabulary and reading skills of ESL learners and to explore their perceptions regarding the use and impact of WebQuests on their academic performances. An experimental method was used to explore WebQuests’ impact by exposing the experimental group to 3 WebQuests over 3 weeks. The participants included 78 students from the Technical College of Girls in Buraydah (39 in each group). The experimental group received the traditional teaching method along with WebQuests as an additional tool, while the control group only received the traditional teaching method. A post-test was conducted to compare the performance of both groups and determine if there were significant differences resulting from the treatment. After the treatment, the data, elicited using a questionnaire completed by the experimental group, was analyzed to reveal their perceptions regarding WebQuests’ implantations. The results of the experiment underscore that no significant differences were observed between the experimental group and the control group concerning their post-tests. This demonstrates that WebQuests have a limited influence on students’ vocabulary and reading skills. On the other hand, the questionnaire indicated that learners expressed a favorable opinion towards WebQuests, considering them easy and effective for improving vocabulary and reading skills.

Utilizing Integrated Teaching Approach In Teaching Literature To ESL Learners: A Systematic Review

The success rate of language learning hinges on the effectiveness of teaching approaches employed by teachers in ESL classes, particularly in literature teaching. Thus, this study explored the use of the Integrated Approach in literary teaching to ESL learners. Furthermore, this study ventured into teaching approaches utilized by the teachers that made up the Integrated Approach, the effectiveness of the approach to literary teaching, and the potential interactive activities that can be implemented using the approach. Systematic literature review method was used in the study and findings revealed that teachers used various literature teaching approaches, having the information-based approach as the most commonly employed while the stylistic approach was the least. Furthermore, the Integrated Approach was seen as effective in literary comprehension and appreciation, critical and creative thinking enhancement, and more so in language learning. Lastly, extensive question exercises, lecture sessions, discussion, utilization of differentiated teaching strategies, audio-visual materials, and collaborative activities were seen to be the best activities and practices in literary teaching. In conclusion, the findings of the study may help both teachers and learners in literary education. This may help in the design of an instructional module for teachers relative to the use of the Integrated Approach in teaching literature.

Influence of augmented reality (AR) systems on ESL learners

Influence of augmented reality (AR) systems on ESL learners

Writing challenges

Writing Skill is one of the four Pillars that design and construct the root base of language learning and acquisition, through time, ESL learners neglect to follow the right bath towards achieving writing well. Also, according to life pressures instructors' individual differences follow old procedures and methodologies to deliver the information, moreover recent courses designed to spread knowledge slightly not deeply. Writing requires a systematic, multi-step approach tailored to each individual ESL learner. The first crucial step is to assess the ESL learner's current level of proficiency and identify their specific areas for improvement, whether that be in grammar, vocabulary, or organizational skills. Armed with this knowledge, Instructors can then thoughtfully introduce targeted lessons and engaging exercises to methodically build the ESL learner's foundational writing abilities. This might involve focusing on the fundamentals, like sentence structure, paragraph development, and the writing process itself. As the ESL learner gradually progresses, the complexity of the assignments can be increased, encouraging them to express more advanced ideas. Yet throughout this developmental journey, it is absolutely essential that Instructors provide unwavering guidance and constructive feedback. Just as important, they must offer patience, encouragement, and positive reinforcement to consistently boost the ESL learner's confidence and self-efficacy in their writing abilities.

Phonological Challenges Faced by Shina ESL Speakers in Gilgit-Baltistan: An Exploratory Study

The present study has explored the phonological issues which create hindrance for the Shina native speakers while learning English as a second language. The study has considered those English consonant sounds which are not present in Shina native language because Shina speakers frequently face mispronunciation problems while learning English as a second language. These hindrances regarding pronunciation preclude them not only from their expected proficiency in language but also affect the auditory and oral skills in the target language. The data was collected through questionnaires and interviews from the undergrad students studying at Karakoram International University. The obtained data were statistically analyzed through the software Praat. The results revealed that five English consonant phonemes; the post-alveolar voiced fricative /ʒ/, the dental voiceless fricative/θ/, the labiodental voiced less fricative/f/, the labiodental fricatives/v/, palate- alveolar /ð/, were creating problems for Shina speakers. It was also observed that the speakers used appropriate sounds of Shina language like /dz/,/t/,/d/,/ph/, and /w/ to replace the English phonemes. The reasons behind the problems faced by Shina speakers while learning a second language included: interference of mother tongue, the difference in the sound systems of English and Shina, medium of instruction in schools and colleges, lack of trained language teachers, and lack of motivation. To counter these issues, it is suggested that the audio-lingual method should be used to eradicate the phonological problems among the ESL learners of the Shina language.

Enhancing ESL Learners’ Non-Verbal Communication Skills through Process Drama

This research aims at determining the effects of the process drama on non-verbal communication behaviour of ESL learners in secondary school (SS group) and at a university (TI group). Six participants, three from each group were examined as focus participants and their non-verbal behaviours, including movements and facial expressions were studied. According to the findings, students in the TI group had better levels of non-verbal communication than those in the SS group. Additionally, these participants thought they displayed a wider variety of non-verbal actions. The findings also revealed that participants from the university group had higher self-reported non-verbal communication ratings than those in the secondary school and that the former perceived themselves as using more non-verbal behaviours than the latter. The study also identified some similarities in the non-verbal behaviours of both groups, such as maintaining eye contact while speaking. However, some contradictions were found between self-reported data and their actual behaviour. The study suggests that engaging in process drama could enhance learners’ non-verbal communication skills. The study also concludes that process drama improves the non-verbal skills, which help in improving the self-esteem and confidence of the learners of both learners from the different educational levels.

TEMPORAL MISMATCHES: UNDERSTANDING TENSE ERRORS IN ALBANIAN L2 ENGLISH LEARNERS

This study explores the challenges Albanian learners in Kosovo face while acquiring the English tense system, focusing specifically on common difficulties with tense usage. The research gathered data from questionnaires and written texts, revealing a high incidence of errors in tenses such as the Past Simple, Present Simple, Present Perfect, Past Perfect, and Future Simple. Incorrect tense constructions emerged as the most frequent issue, with native language interference and rule overgeneralization contributing to the learners’ difficulties. Mistakes were particularly prominent in the Past and Present Simple tenses, suggesting that these areas require targeted attention in language instruction. The study emphasizes the need for more comprehensive research, especially through longitudinal and spoken data analysis, to improve teaching strategies for Albanian ESL learners in addressing tense-related errors.

Impact of NLP Anchoring Techniques on Improving Spontaneous Speaking Skills in ESL Learners

Impact of NLP Anchoring Techniques on Improving Spontaneous Speaking Skills in ESL Learners

Writing Strategies of ESL Learners: with Special Reference to Pauses in Writing

Writing Strategies of ESL Learners: with Special Reference to Pauses in Writing

AI-Driven Chatbots as Language Tutors: Enhancing Written Proficiency in ESL

Purpose: This research study examines the viability of using Artificial Intelligence chatbots for increasing written performance of ESL students. Methodology: The research employs a secondary qualitative approach, synthesizing existing literature to identify themes on chatbot applications in language learning. Findings: As it was found out, the use of chatbots enables learners to get prompt feedback within a session, which helps in correcting the mistakes made and strengthening the applied language learning and acquisition rules and strategies. However, some of the disadvantages include; lack of ability to differentiate culture when giving feedback and some difficulties in maintaining learner’s attention over a long-term basis. Contribution to Theory, Policy and Practice This study shows the ability chatbots have in decreasing learner anxiety and increasing confidence in writing. It is also noted within this study that additional refinement is needed in AI responsiveness to bring chatbots closer to being contextually and culturally aligned with diverse learners. Hence, the study contributes to the discourse on the implementations of cutting-edge technologies into enhancing written proficiency in ESL and calls for further developments of AI-powered systems to tackle challenges surfaced in the ESL teaching and learning processes.

The Impact of Resilience and Self-Regulation on L2 Proficiency among ESL Learners

The Impact of Resilience and Self-Regulation on L2 Proficiency among ESL Learners

Social Dynamics and Language Learning: Do Extroverts Excel in L2 Acquisition? An Analysis through the Lens of Interactionism Theory

The objective of this study is to explore the relationship between social dynamics and second language acquisition, with a specific emphasis on whether extroverts surpass in learning English as a second language more efficiently and effectively than introverts. Moreover, the research is grounded in the Interactionism theory by Lev Vygotsky (1962) which states that language development is hugely determined by social and cultural communication and interaction. So, this study examines whether the personality traits such as being extrovert affect learner’s engagement to learn language more efficiently by socially interacting with other people or not. For this purpose, students of the BS English department of Army Burn Hall College for Girls, Abbottabad were selected as the participants to share their views through a mixed-method approach. A structured questionnaire was designed to gather insights from the students. Results for the close-ended questions have been shown through graphs whereas thematic analysis has been done for open-ended questions. The findings revealed that though ESL learners face many challenges during social meet-ups they still learn vocabulary, pronunciation, confidence, fluency, etc.

ESL Learners’ Perceptions About the Effect of Language Preferences on English Learning Outcomes

ESL Learners’ Perceptions About the Effect of Language Preferences on English Learning Outcomes

Improving Pakistani College Students’ Speaking Skills Using AI-Driven Linguistic Input: An Experimental Study

The primary goal of teaching English to ESL students is to equip them with the linguistic skills necessary for effective communication in real-world situations. However, in Pakistan, English language education often fails to yield positive outcomes, particularly in developing speaking skills among college ESL learners, largely due to an examination system prioritising rote memorization over practical language use. A major contributing factor is insufficient linguistic input, which limits students' ability to produce meaningful linguistic output, such as speaking. Despite extensive research, improving speaking skills in ESL learners remains a challenge, although few innovative teaching methods have been widely adopted. This experimental study explores the impact of AI-based applications, specifically 'Readlee' and '@Voice Aloud Reader', as tools for enhancing linguistic input through reading and listening. Fifty college ESL students were randomly divided into control and experimental groups. The experimental group received regular reading and listening input through AI-powered apps for 32 weeks, while the control group only read from their textbooks without AI-powered apps. Pre- and post-test scores were analysed using SPSS and t-tests. The findings revealed that participants in the experimental group exhibited significantly improved speaking proficiency compared to the control group. This study highlights the potential of AI-driven tools in fostering the speaking skills of college ESL learners and recommends their integration into ESL instruction for more effective language learning.

Autonomy in acquisition: Exploring the transformative effects of self-error correction on ESL learners’ proficiency and motivation

This study explores the transformative effects of self-error correction on language proficiency and motivation among ESL college students. The research investigates how self-directed error handling influences ESL learners' linguistic development and engagement in learning activities through a mixed-methods approach involving surveys and interviews. Preliminary findings indicate significant enhancements in language skills and motivational levels, substantiating the role of self-correction in promoting educational outcomes and learner independence.

Exploring the Benefits and Challenges of ChatGPT in Enhancing ESL Learners Writing Skills

Despite the growing use of Artificial Intelligence (AI) in education, studies are still being conducted on AI tools such as ChatGPT in improving English language writing abilities, particularly at the tertiary level in the local context. This study aims to investigate the advantages and difficulties of ChatGPT in enhancing English writing proficiency, particularly in terms of writing precision, adaptability, and grammatical accuracy, as seen by university-level second language learning students. The Data was gathered through semi-structured interviews and analysed using thematic analysis. The results indicate that students consider ChatGPT advantageous for improving grammatical precision, vocabulary, syntax, and flexible adaptation to different writing genres. Nevertheless, one hurdle is the diminished capacity for critical thinking and problem-solving abilities, as pupils frequently need help to assess the material produced by AI. The study recommends a balanced strategy that combines AI-assisted language learning tools such as ChatGPT with traditional teaching techniques to supplement and improve English academic writing skills effectively.

Social Media Addiction and ESL Learners’ Motivation as Mediated by Academic Achievement Goal Orientation

Social Media Addiction and ESL Learners’ Motivation as Mediated by Academic Achievement Goal Orientation

Quantitative Insights into English Language Learning Attitudes of ESL Learners in Multilingual Classroom: A Case of Rural Sindh

There are languages with millions of speakers and languages at risk. Abilities of societies, institutes, groups or individuals to involve themselves in teaching learning process with more than one language involve majority of the population across the world in multilingualism (King, 2018) Due to linguistic and cultural diversity, multilingualism is a remarkable necessity in education. As it empowers the major languages and protect minority languages. Schools provide the foundations to societies as practitioners of education for learners with multilingual background in process of teaching learning languages. Moreover, linguistic and cultural differences develop different attitudes towards language and language learning. In order to have remarkable view, this quantitative study offers an attempt to illustrate attitudes of students towards English language learning in multilingual classroom-setting via survey method at a Government girl’s school based in rural area of province Sindh. Study consists 100 participants, who were selected randomly studying in multilingual classroom setting in class 7th to class 10th.

Enhancing Pronunciation Skills of Diploma Students at Bangladesh University of Business and Technology through Oral Drilling: A Comparative Study of Pre- and Post-Exposure to Accurate English Sounds among ESL Learners

The purpose of this study is to investigate the efficacy of oral drilling activities for improving phonetic skills at the diploma level at the Bangladesh University of Business and Technology. Data were gathered from 200 Bangladeshi students who were purposefully chosen, who speak Bangla as their first language, and who utilize English as a second or foreign language for academic purposes using qualitative methodology. A self-developed Likert-scale structured questionnaire was used to analyse students’ understanding of their learning experience, and pre- and post-usage pronunciation tests were conducted in conjunction with reading exercise tests for phonetic improvement. This study provides important insights into ESL pedagogy in Bangladesh and has the potential to shed light on ODA as a didactic approach used in EFL contexts, which offers more appropriate curriculum-based implications for oral practice that may improve the Pronunciation skills of students.

A Shift from Teacher-centric Method to Inquiry-based Coaching in Learning English as a Second Language

For more than two years, the Covid-19 pandemic hit the country’s education and academic set-up had to change overnight with the sudden lockdown imposed not only all over the country but of the world. With a dynamic shift from physically going to educational institutions to attending classes virtually, students and teachers faced a tough time with virtual trends in education. Shifting from teacher-centric approach to a more unconventional way of teaching made it difficult for everyone to adopt and adapt (Rodricks, 2021). While jumping into a new mode of teaching with almost no preparation seemed not easy but teachers did not back down. The educators made it a point to ensure no student was left behind, came up with methods to teach and retain students’ attention. Whether teaching was in school, teaching from home, or adopting a blended approach, teachers have had commitment to helping the learners. This sudden transition had occurred from face-to-face to online teaching. With online classes teachers had learned to accommodate the needs of students to create an effective teaching environment to keep learning in sync with the changing times (Kim 2020). The researcher would like to find out in this study whether this shift from teacher-centric method had changed the learning of a second language using the inquiry-based coaching in general and in specific study the kinds of questions students asked and how these queries were responded. Using modified questionnaires, the researcher surveyed 150 students to assess not only whether the opportunity given to them to inquire was sufficient but also the frequency of their asking of questions. For teachers, the study hoped to reveal the types of questions they asked in the class. Using discourse analysis, the researcher was able to examine the ways in which language was used in the classroom. The investigated data revealed a merged of linguistics and sociolinguistics cultural contexts to better understand an aspect in communication. Highlight of the study was to evaluate the possible twist of instruction from teacher-centric method to inquiry-based approach in ESL learning, where students inquire instead of the teachers asking questions.