English Experience Research Articles

Learner Autonomy and English Proficiency among, Alternative Learning System (ALS) Learners

Learner autonomy is crucial to the success of Alternative Learning System (ALS) programs, particularly in developing English proficiency. Autonomy promotes increased participation, deeper learning, and improved language skills, enhancing proficiency levels. This study emphasizes the importance of considering the diverse characteristics of ALS learners, such as prior learning experiences, age, and motivation, and how these factors influence language skills development within this unique educational setting. Using a descriptive-correlational design, the study analyzed data from 158 ALS Junior High School learners to determine the relationship between autonomy and English proficiency. The results showed a weak positive correlation (r = 0.219, p = 0.006) between autonomy and proficiency, emphasizing the potential impact of autonomy on the outcome of language learning. Sex (p = 0.099) and time out of school (p = 0.408) had no significant impact on autonomy or level of English proficiency. It provides valuable insights into how learner autonomy affects the English language learning experiences of ALS junior high school learners. Future research should deal deeper with specific factors influencing learner autonomy and its relationship with English proficiency to optimize support for diverse learners within the ALS framework.

Pre-service Teachers’ Experiences in Handling Reticent Students During Teaching Practicum: Challenges and Strategies

This study looked at the experience of English as a Foreign Language (EFL) pre-service teachers handling reticent students during their teaching practicum. Reticent students are characterized by reluctance or hesitance to participate or engage in classroom discussions and activities actively. Teaching practicum is a hands-on educational experience that allows pre-service teachers to apply classroom theories and teaching strategies in real-world settings, fostering their professional growth under the guidance of experienced educators. Previous studies have explored teacher perceptions and strategies for addressing student reticence, but less attention has been given to pre-service teachers' experiences. The study employs a qualitative research design, conducting semi-structured interviews with five pre-service teachers who have completed their teaching practicum. The interviews explore the participants' experience focusing on the challenges and strategies in handling reticent students. The findings revealed common challenges faced by the participants and the strategies employed to handle reticent students. Based on the findings, recommendations are made for teacher education programs and mentor teachers to better prepare pre-service teachers in handling reticent students. Finally, the study implied some limitations and provided recommendations for future research.

Queer auf Deutsch

In this report, we retrospectively explore the effects of drama-based pedagogy on classroom environment and LGBTQ+ inclusion in a first-semester collegiate German course. We examined students’ self-reported perceptions of their learning experience in English, as well as gendered language production in German. Our retroactive analysis suggests that pedagogical decisions and activities rooted in drama-based pedagogy contributed to creating a safe and inclusive classroom that encouraged LGBTQ+ students to express parts of their queer identities in the target language.

여가활동에 기반한 대학생들의 학습 경험에 관한 현상학적 연구

This study begins with the assumption that effects of English learning using learners’ leisure activities will be maximized by transforming them into active English learners. This study aims to enable college students to experience English learning based on leisure activities and to identify the essential meaning of the experience using phenomenological research methods. The participants were 9 students majoring in Health and Welfare at J University in Chungnam. Data were collected through in-depth interviews and the collected data were analyzed by Colaizzi’s phenomenological method. As a result of the research, 18 significant statements and 7 themes including 5 positive and 2 negative aspects were categorized. Findings were as follows. Positive aspects were ‘background knowledge’, ‘clear sense of goal’, ‘autonomy’, ‘change in affective attitude’. and ‘exposure to colloquial expressions’. Negative ones were the two ‘difficulty in selecting materials’ and ‘limitations as English learning materials’. The result suggests that it is necessary to explore various ways to utilize media as a teaching strategy preferred by MZ learners as an English learning experience based on leisure activities.

초등학생 영어 글쓰기에 나타난 어휘 사용 양상 분석

This study aims to analyze the English writings of Korean elementary school students and assess their English vocabulary usage. In order to collect their writings, 226 fourth-grade students and 199 sixth-grade students across three different elementary schools in Korea were selected as participants. A total of 413 self-introductions written by students in English were compiled and analyzed using several corpus analysis programs. The comparative analysis of the students’ English writings revealed that the students who participated in this study had varying English learning experiences. In addition, the statistical results of the analysis showed that the discrepancy of the students’ learning experiences can affect their ability to use English vocabulary in writing. However, the students used the same words in their English writing at a high rate. Considering the accordance rate with the basic vocabulary usage of the English curriculum, students with lower writing levels had a tendency to use basic words compared to those with higher writing levels. The results of this study suggest that vocabulary usage and writing competency can be affected by the students’ educational experiences and socio-economic status, as well as their individual abilities. Furthermore, directions for improving vocabulary education within English curriculum are also discussed

“Tik Tok” Application Impact in English Learning Experience on Motivation and Learning Student Achievement

<p>This research aims to find out how the experience of learning English affects students' motivation and learning achievement. This research is descriptive research with a qualitative approach. The data source in this research is the students of SMAS Muhammadiyah 01 Medan whose address is Jalan Utama No. 170, Matsum II City, Medan Area District, Medan City, North Sumatra. The results of this research are that the results of data analysis show that using Tiktok can significantly increase student motivation and learning achievement. Although not all students use Tiktok as a learning medium, they only use Tiktok as entertainment. The average result of the percentage that Tiktok can have a good impact on students' English language skills is 86.7%, where this percentage was obtained from students who felt a good impact from Tiktok. Students think that Tiktok has a good impact on their English language skills. This means that pronunciation, vocabulary, tenses, speaking, reading and writing skills in learning English are increasing and Tiktok can have a good influence as social media if it is applied well by students.</p>

ChatGPT as a Tool for Language Development: Investigating Its Impact on Proficiency and Self-Evaluation Accuracy in Indonesian Higher Education

English language learning plays a crucial role in today’s globalized world, and the integration of technology, particularly chatbots, has shown promise in enhancing language learning experiences. However, there is a noticeable gap in the literature regarding the application of chatbots in the specific context of Indonesia University. This research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. A sample of 100 students from Indonesia University participated in pre-test and post-test assessments to measure language development. Additionally, the accuracy of students’ self-assessments was evaluated before and after using ChatGPT. The main findings of this study indicate that personalized feedback provided by ChatGPT significantly influenced students’ language development, as evidenced by the notable improvement in post-test scores. Furthermore, there was a considerable increase in self-assessment accuracy after students engaged with ChatGPT, demonstrating the effectiveness of personalized feedback in enhancing students’ ability to evaluate their language proficiency. Participants reported that ChatGPT facilitated language learning by providing interactive feedback and targeted guidance, allowing learners to practice and improve their language skills at their own pace. English language learners perceive benefits such as interactive feedback, increased motivation, and resource accessibility. While challenges exist, the advantages outweigh the limitations. These findings contribute to understanding the potential of chatbots, specifically ChatGPT, as effective language learning tools in self-directed learning environments. This finding offers valuable insights for educators and practitioners in implementing chatbots effectively within language pedagogy, ultimately contributing to more effective and engaging English language learning experiences in the Indonesian university context.

Enhancing English Language Acquisition: Strategies for Effective Classroom Implementation

This article explores various strategies aimed at enhancing English language acquisition in classroom settings. Recognizing the importance of effective language instruction, the study delves into innovative methodologies and approaches to cater to diverse learning styles. The authors emphasize the significance of creating an immersive linguistic environment that fosters both spoken and written proficiency.
 The research evaluates the impact of incorporating technology as a tool to augment language learning experiences. Utilizing multimedia resources, online platforms, and interactive applications, the study examines how these digital elements can engage students and reinforce language skills. Additionally, the article addresses the integration of cultural components into language lessons, emphasizing the role of cultural context in language comprehension and expression.
 Furthermore, the authors investigate the effectiveness of collaborative learning techniques in language acquisition. Group activities, peer interactions, and communicative exercises are explored as means to encourage active participation and enhance language retention. The study also scrutinizes the role of feedback mechanisms in shaping language development, emphasizing timely and constructive feedback as a pivotal element in the learning process.
 In conclusion, this article provides valuable insights into strategies for effective English language acquisition within classroom settings. By blending technological tools, cultural elements, collaborative activities, and feedback mechanisms, educators can create dynamic learning environments that cater to the diverse needs of students. The findings contribute to the ongoing discourse on optimizing language instruction methods and offer practical implications for educators seeking to enrich the English language learning experience

Diploma Research Approbation in Internet Resources Integration Into Teaching English

Aim of the present research is to share the experience in organizing diploma paper approbation procedure as an important part of professional training of future English teachers in Akhmet Baitursynov Regional University, Pedagogical Institute after Umyrzak Sultangazin (Kazakhstan). Objectives of the research include brief description of the professional training process in the mentioned above higher educational institution with the focus on future English teachers training; presentation of the diploma paper main idea and contents; sharing the experience of approbation organization process. Main methods used in the present research include scientific analysis and synthesis, description, discussion, lesson modelling, observation, questionnaire. Results of the research include the future English teacher professional competence development and practical experience of applying the Internet resources to English teaching that led to the enhancement of educational process and growth of basic foreign language skills of the approbation participants. Conclusions that were made on the basis of the research show how organization of approbation contributed to the professional skill development of the future English teacher as well as how the integration of Internet resources influenced the educational process with both positive and negative effects it produced. Materials of the research are original and were obtained during the professional training of a future English teacher who graduated in June 2023 from the above-mentioned university and after successful passing of the National Teachers Professional Testing took a teaching job in Kazakhstan. Further research is intended to implement the findings of the present stage in the English teachers pre-service professional training with subsequent presentation of the obtained results in professional journals and conferences.

The Distribution of Manner and Frequency Adverbs in Child Heritage Speakers of Spanish

We investigate the acquisition of adverb placement in Spanish among school-age child heritage speakers of Spanish born and raised in the US by Mexican parents. We examine frequency and manner adverbs with negative and positive polarity and the potential role of cross-linguistic influence, dominance, and experience in the path and rate of development. Fourteen child heritage speakers of Spanish born and raised in the US and twenty-five Spanish monolingual children from Mexico completed an elicited production task. Results showed that the heritage children produced significantly fewer verb-raising structures compared to the monolingual children, leading to a higher proportion of pre-verbal adverb use and adverb-final use. The heritage children treated manner and frequency adverbs with negative and positive polarity significantly differently. We also found a strong correlation between dominance and experience in the probability of producing specific adverbial positions. In other words, common adverbial positions in English were more likely to be produced with higher dominance and experience in English; likewise, Spanish adverbial positions were more likely to be used with higher dominance and experience in Spanish. We argue for differential outcomes in child heritage grammar due to differences in the path and rate of language development as well as the role of dominance and experience in child heritage language acquisition.

A Study of English Teaching Differences Between China and The United States

According to the existing literature, the analysis of the teaching content, teaching method and assessment model in China and the United States has the same trend: Scholars generally believe that compared with the English language teaching system in China, the methods of English language education in the United States are more diverse, the educational goals are more realistic to life, and the evaluation criteria are more comprehensive. The factors cause this difference is worth investigating. This paper evaluates the applicability of these views in today's world through a questionnaire survey. Specifically, this paper attempts to assess whether the similarities and differences that scholars have found between the English language teaching systems in China and the United States still exist today or whether the development trends between the English language teaching systems of the two countries are trending in the same direction today. The study surveyed Chinese students in the U.S. - a target group with dual English learning experiences in China and the U.S. The results of the paper show that the effectiveness and applicability of the English teaching systems of the two countries need to be discussed in the cultural environment of the two countries, and there is no one-sided argument that either system is better.

Anthropogenic Geomorphological Mapping of The Central Sector of João Pessoa Metropolitan Region, Brazil

This work consists of the application of a new geomorphological mapping methodology with a focus on anthropogenic landforms. The study area is the central sector of the metropolitan region of Joao Pessoa, where densely urbanized areas and rural areas are found, but with high human intervention. The geomorphological mapping methodology proposed in this work was developed from Brazilian, English, and Italian experiences and included extensive field trips. The result was quite satisfactory where the final map represents from the present geological foundation (morphostructure) to the current anthropogenic landforms. A broad and integrated legend representing all mapped taxa was also proposed. The geomorphological map produced, in addition to being a synthesis of the geomorphological research carried out, is an important tool for urban and environmental planning.

English reading performance by Spanish speaking children: A phonologically or semantically mediated pathway?

AbstractReading acquisition involves connections between the spoken language and the writing system. The English-language writing system holds an inconsistent alphabetic system, thus encouraging readers to develop representations between the grapheme and the word. Reading in English as a Foreign language supposes a challenge, especially when the reader’s native language is consistent and learners live in a monolingual context, as is the case in Spain. This may cause difficulties in learning the grapheme-phoneme-conversion-rules and using different grain size units. The aim of this study was to address the reading strategies that Spanish children use when reading in English. We considered the influence of word length, lexical frequency, orthographic consistency (in onset, nucleus, coda, and rime), and semantic knowledge on word reading. We analyzed speed and accuracy in a reading aloud task of English words from 94 Spanish-speaking children (fourth, fifth and sixth grade). Participants also completed a translation task into Spanish taken from the previous English ones. Results showed the influence of word length in accuracy, as well as that of children's grade, onset consistency, and semantic knowledge on both accuracy and reading speed. Regarding sublexical units, onset reading accuracy was determined by onset consistency in all grades; nucleus accuracy was determined by rime consistency only in the sixth grade and coda accuracy by rime consistency in the fifth and sixth grades. The present study demonstrates the relevance of Spanish children's semantic knowledge when reading in English. Despite this, and in line with the statistical learning perspective, some regularities are used in correlation with greater reading experience in English.

Study of Grammar Structure in Thesis Abstracts of Nursing Students of Stikes Ngudia Husada Madura

This study discusses the analysis of grammar structure in thesis abstracts of nursing program students at the Ngudia Husada Madura Student of Health Sciences (STIKES). The main objective of this study was to understand the dominant pattern of grammatical errors and provide implications for students’ ability to write thesis abstracts. The research method involved collecting thesis abstracts from students and conducting an in-depth analysis of the grammatical structures used. The results revealed that tense-related errors were the most dominant pattern, indicating difficulty in choosing the appropriate tense to present the research results. In addition, complexity in sentence construction was found, which can hinder the understanding of the core message of the research. Errors in the use of subjects and predicates, which affect the logical flow of abstract writing, were also found. The four keywords that emerged from this study were grammar structure analysis, thesis abstracts, nursing students, and STIKES Ngudia Husada Madura. These findings have important implications for abstract writing in nursing theses. Learning strategies that focus on choosing the correct tense, constructing clear sentences, and understanding the subject and predicate must be implemented. In addition, it is necessary to consider factors such as students' previous level of English fluency and educational experience. The integration of English into the nursing curriculum is crucial for improving nursing students' language skills

TEACHING ENGLISH AT A1 MOVERS CLASS AND A2 FLYERS WITH COMMON EUROPEAN FRAMEWORK REFERENCE (CEFR) AT JUNIOR HIGH SCHOOL JAMBI CITY

This article describes the activities of implementing the CEFR-based communicative language approach at the junior high school level. There are 16 students involved and are at the level of Movers A1 and Flyers A2 based on the CEFR concept. The main purpose of this activity is to provide an English learning experience that is different from what is applied in schools. This activity avoids the use of grammatical theory based and prioritizes oral communication activities that connect students with the real environment. Activities using media that are already available in the learning environment of students and learning topics are designed according to the needs of students. The activity is very structured and involves five aspects of assessment, namely Range of Vocabulary, Accuracy, Fluency, Interaction, and Coherence.

Brain connectivity and academic skills in English learners.

English learners (ELs) are a rapidly growing population in schools in the United States with limited experience and proficiency in English. To better understand the path for EL's academic success in school, it is important to understand how EL's brain systems are used for academic learning in English. We studied, in a cohort of Hispanic middle-schoolers (n = 45, 22F) with limited English proficiency and a wide range of reading and math abilities, brain network properties related to academic abilities. We applied a method for localizing brain regions of interest (ROIs) that are group-constrained, yet individually specific, to test how resting state functional connectivity between regions that are important for academic learning (reading, math, and cognitive control regions) are related to academic abilities. ROIs were selected from task localizers probing reading and math skills in the same participants. We found that connectivity across all ROIs, as well as connectivity of just the cognitive control ROIs, were positively related to measures of reading skills but not math skills. This work suggests that cognitive control brain systems have a central role for reading in ELs. Our results also indicate that an individualized approach for localizing brain function may clarify brain-behavior relationships.

New Concept of Teaching English to Students from Non-English Speaking Countries

The objective of this study is to compare and underscore the advantages and disadvantages of learning English in non-English speaking countries to propose the concept of a new English teaching method for students from non-English speaking countries (the case of Russia, Spain, Serbia, and Indonesia). The study used a mixed-methods approach with qualitative analysis of literature from Russia, Serbia, Spain, and Indonesia, and a research questionnaire was developed. 1595 participants were recruited for a survey determining their experiences of learning English and students’ perspectives on English teaching methods in non-English speaking countries. The data went through thematic analysis in the qualitative part of the research and descriptive analysis in the quantitative survey-based design. Findings of the qualitative analysis revealed both advantages and disadvantages of teaching English to students in selected countries; however, the main findings reported the presence of cultural barriers and students finding it difficult to form meanings from the English language context. Conceptual thinking helped to understand the role of memory and comprehension when learning a foreign language, whereby research focuses on more novel concepts. Future researchers can focus on the area of neural development of students' memory, which can help guide strategies to teach the English language effectively. Doi: 10.28991/ESJ-2023-07-06-020 Full Text: PDF

A multi-language qualitative study of limited English proficiency patient experiences in the United States.

The purpose of this study was to understand the limited English proficiency patient experience with health care services in an urban setting in the United States. Through a narrative analysis approach, 71 individuals who spoke either Spanish, Russian, Cantonese, Mandarin, or Korean shared their experiences through semi-structured interviews between 2016 and 2018. Analyses used monolingual and multilingual open coding approaches to generate themes. Six themes illustrated patient experiences and identified sources of structural inequities perpetuating language barriers at the point of care. An important thread throughout all interviews was the sense that the language barrier with clinicians posed a threat to their safety when receiving healthcare, citing an acute awareness of additional risk for harm they might experience. Participants also consistently identified factors they felt would improve their sense of security that were specific to clinician interactions. Differences in experiences were specific to culture and heritage. The findings highlight the ongoing challenges spoken language barriers pose across multiple points of care in the United States' health care system. The multi-language nature of this study and its methodological insights are innovative as most studies have focused on clinicians or patient experiences in a single language.

Describing the English Context of Chengdu Textile College in Sichuan Province

This study examines the current state of English language education at Chengdu Textile College in Sichuan Province. It aims to offer practical recommendations for improving higher vocational English teaching at the college. The research employed a quantitative approach, using an online questionnaire to survey third-year Business English students. The data collected was systematically analyzed, focusing on student motivations, teaching methods, curriculum implementation, and teacher support. Key findings indicate that students are primarily motivated by academic requirements and lack intrinsic motivation. Teaching methods are moderately effective, with room for improvement in interactive and multimedia approaches. While curriculum alignment with students' abilities is relatively strong, more learning resources and interactive activities are needed. Teacher support is considered satisfactory, emphasizing one-on-one tutoring and self-study resources. Additionally, the study identifies challenges in English learning, including translation difficulties, fear of public speaking, comprehension issues, vocabulary retention, pronunciation, and grammar. Thus, the study proposes strategies such as creating a conducive learning environment, incorporating real-world work-related content, increasing English listening and speaking classes, minimizing classroom distractions, and establishing a designated area for morning reading. This research provides practical recommendations for educators and administrators at Chengdu Textile College to enhance the English learning experience and prepare students for future global opportunities. The findings can serve as a reference for improving higher vocational English education in China, ultimately enhancing students' language proficiency and future career prospects.

Identity and Investment: A Critical Exploration of English Major Students’ Perceptions of Learning and Using English Language in Contemporary China

Abstract This study is contextualized onto three levels- the macro-level globalized context, the meso-level national context, and the micro-level of school contexts. Under the influence of these different contexts, this study is designed as a phenomenological study with the aim to understand the phenomenon of English learning and using perceptions, investment, and identity constructions of ten English major students in China through semi-structured interviews. In order to fulfill that goal, Darvin and Norton (2015)’s model provides a solid theoretical foundation for the researcher to investigate this critical educational phenomenon. The findings of the study include not only how participants reflect on their English learning experiences at different learning stages, but also how they exert their sense of agency and re-construct their English language identity in new environment. Findings also show the power of native English as a form of capital and the influence of authoritative voices on students’ perceptions and language identity while students enter and transfer their English learning to teaching trajectories. By providing a critical and multi-layered approach, this study demonstrates how Chinese educational system institutionalizes native English and thus shapes English major students in China.