Language Learning Experience Research Articles

Crossing Language Boundaries on Campus: Using a SALC as a Learning Space For Interactive Homework

This small-scale study investigates the experiences of students engaging with a Self-Access Learning Center (SALC) at a Japanese university. The study focuses on students’ interviews with international exchange students in the SALC and subsequent reflections on these experiences as part of an English course assignment. Thematic analysis of the reflections reveals four main themes: curiosity to broaden one’s mind, overcoming anxiety and low self-efficacy, positive affect from connecting with others in English, and motivation and perseverance to learn English. The findings highlight the complex interplay of emotions, motivation, and language-learning experiences in the reflections. Despite initial challenges and some negative emotions, many students reported positive outcomes, including increased interest in foreign cultures, improved language confidence, and enhanced motivation to continue learning English. The study underscores the importance of SALCs in facilitating meaningful language learning experiences outside the traditional classroom.

Integrating a SALC Into a Short-Term Study Abroad Program: Analyzing One Former Student’s Experience

Over the past 20 years, many universities in Japan have established self-access learning centers (SALCs) on their campuses. Proponents highlight the benefits SALCs offer to learners such as spaces for conversation practice, fostering friendships, supporting both guided and autonomous learning, and facilitating cross-cultural interactions. However, SALCs often remain isolated within their institutions, prompting growing interest in how to better integrate them into the broader university environment. In this paper, we first describe how the SALC at Hirosaki University has been integrated into Hayabusa College (a short-term study abroad program). Then, using an autobiographical narrative based on the second author’s experiences as a former Hayabusa student and English learner, we analyze key stages of her learning process. Framed within the context of Self-Determination Theory, we examine how her basic psychological needs—autonomy, competence, relatedness, and a fourth candidate need, novelty—were met. The paper highlights the potential of autobiographical narratives to trace language learning progress and demonstrate the role of SALCs in this process, offering insights into the unique experiences of language learners.

Foreign language learning experiences and future of language education- Insights from Secondary School Learners in Ulaanbaatar

This paper explores the motivational dimensions behind Chinese and English language learning among secondary school learners in Ulaanbaatar, Mongolia, using Zoltán Dörnyei’s L2 Motivational Self-System (L2MSS) （Dörnyei, 2005). Focusing on “learning experiences” and “learning visions”, the study utilizes a modified L2MSS questionnaire to collect responses across five key dimensions: Travel Orientation (TRO), Fear of Assimilation (FOA), Curriculum (CU), International Posture (IPO), and Attitudes Toward Learning Foreign Language (ATLFL). The results indicate that Chinese learners exhibit varied motivations influenced by curriculum, cultural context, and career aspirations, whereas English learners show heightened motivation driven by global engagement. This study provides recommendations to further strengthen motivational engagement in foreign language learning.

Unpacking the Antecedents of Boredom and Its Impact on University Learners’ Engagement in Languages Other Than English: A Qualitative Study in the Distance Online Learning Context

ABSTRACTAlthough psychological factors such as emotion and engagement have gained increasing attention for their role in language learning success, a substantial gap remains in understanding the sources of boredom and its impact on learners’ engagement, whether behavioural, affective or cognitive, in languages other than English (LOTE). This study employs questionnaires and semi‐structured interviews to examine the cause‐and‐effect relationships between antecedents, boredom and engagement in a distance online learning context among university Chinese as a second language (CSL) teachers and learners (N = 17) from China. The findings suggest that (1) boredom is primarily a student‐oriented construct influenced by physical fatigue and academic regression. Teacher‐related factors, such as a slow and predictable teaching pace, dull classroom design, lack of questioning, explanations and untimely feedback, also contribute to boredom, along with learning tasks (e.g., repetitive, mechanical and over‐challenging tasks), and internet‐related issues. Boredom is notably more present in listening courses rather than in integrated Chinese courses. (2) Boredom primarily affected learners’ behavioural engagement (e.g., distraction, sleepiness, mind‐wandering, and task abandonment) and subsequently impaired their cognitive (e.g., concentration, comprehension) and emotional (e.g., anxiety, anger) layers. This study elucidated the intricate interconnections between layers within engagement and beyond, and the interrelationships among a list of factors across conative (engagement, effort and motivation), affective (boredom, anxiety and anger) and cognitive (concentration, comprehension and reasoning) dimensions in a domain‐specific and skill‐specific manner. In closing, pedagogical implications for both educators and learners are discussed to reduce boredom and enhance learners’ classroom engagement, ultimately improving learning outcomes and the overall language learning experience.

Improving English Speaking Proficiency Among Non-English Major Learners in Malaysia Through Mobile Language Learning Applications

The proliferation of mobile technology has revolutionised language learning, particularly with the advent of mobile language learning applications. This qualitative study investigates the motivations, preferences, and challenges of non-English major learners in Malaysia using mobile language learning apps to improve English speaking proficiency. This study is motivated by the persistent challenge Malaysian non-English major learners encounter in attaining English-speaking proficiency due to limited practice and classroom constraints. Mobile language apps offer versatile platforms with live sessions and personalised learning, addressing these obstacles. Drawing upon the Technology Acceptance Model (TAM) 3, the research explores the participants’ perceptions of usefulness, ease of use, and psychological factors influencing their acceptance of interactive language apps like Duolingo and specialised speaking-focused platforms such as Tandem. Through in-depth interviews with 20 non-English major university students, findings reveal diverse motivations driving app usage, ranging from career prospects to personal enrichment and cultural curiosity. While participants report positive impacts on pronunciation, vocabulary acquisition, and fluency, they also encounter challenges related to pronunciation feedback accuracy, self-discipline, and the limitations of app-based instruction. Recommendations include customising app content to align with individual motivations, enhancing app features to address pronunciation feedback accuracy and motivation issues, and integrating traditional classroom instruction with mobile app-based learning for a more comprehensive language learning experience. This study highlights the importance of accommodating non-English majors’ needs in mobile language learning apps.

Empirical Study of L2 Motivation and Motivational Learning Behaviors among College Students in English for Medicine Class

This study examines the relationship between L2 motivation and motivational learning behaviors among college students enrolled in an English for Medicine course at a university in Zhejiang, China. It aims to help language teachers gain a deeper understanding of the relationship among constructs in the L2 Motivational Self System and how constructs like the Ideal L2 Self, Ought-to L2 Self, and Second Language Learning Experience influence students’ motivational learning behaviors using the L2 Motivational Self System framework. Eighty medical students were included as a sample, and a structured questionnaire was used to gather the quantitative data. Through a quantitative analysis, it is found that the students’ motivational learning behaviors are significantly predicted by both L2 motivation and Second Language Learning Experience, with a moderate influence from the Ideal L2 Self. Additionally, the Ought-to L2 Self had less impact on the students’ learning behaviors. The findings show that fostering intrinsic motivation and providing a supportive learning environment is necessary to improve students’ engagement and effort in English for medicine courses.

Becoming bilingual when access to the minority language may be compromised

Between September and December 2023, Babylonia collected questions from parents regarding their children's language development. This article aims to answer the following questions: We want our daughter to be fully bilingual - with such a high dominion of each language that people question whether she speaks any other language at all. Both my husband and I speak Spanish and English in this way, having grown up in Mexico going to an English-speaking school and then moving to the US for university and the rest of our adult lives. The actual question: how can we recreate this for our daughter, knowing that she is in the US and will not be immersed in Spanish the way we were when growing up. Plus finding Spanish-speaking child care is hard—- is two days on the weekend and evenings in Spanish enough to have her be bilingual? What would you recommend we do so that we set her up for success in both languages? She is 8 months today. I am a non-heritage speaker of another language (Spanish). I can speak fluidly but still make errors that native speakers do not make. My husband and I would like our daughter - currently 2 months old - to be fluent in the second language (Spanish) and plan to enroll her in a bilingual learning environment once she is old enough. In the meantime we join a once per week bilingual storytime, and try to read her stories in Spanish at home. My question is: for language exposure & acquisition, is it better for me to try to speak Spanish to her at home if my Spanish has errors, or just wait, stick to small exposures for now, and let her learning come primarily once she has started daycare/preschool? [Summary generated by Poe - we refer the reader to the full article in PDF format for a complete answer] This article discusses the challenges of bilingual development in children particularly in contexts where access to a minority language, such as Spanish in an English majority context, may be compromised. Interaction with fluent speakers is essential for language learning. It is beneficial for parents to speak the minority language at home and create an environment in which its use feels natural. Regular exposure, even if limited, supports the development of language skills, and exposure to varied contexts and diverse speakers is encouraged. The author recommends access to the minority language through interactions with other adults and children who speak that language, and continued use of this language even once the child starts school. Additionally, enrolling the child in a bilingual school or a school where the minority language is used as a medium of instruction can be beneficial. Finally, she notes thatparents play a key role in creating a rich language environment and promoting a positive language learning experience. In summary, the author recommends that parents: Use the minority language at home and create an environment in which it is natural for the child to use it. Expose the child to other adults and children who speak the minority language. Continue to use and expose the child to the minority language once they start school. Consider enrolling the child in a bilingual school or a school where the minority language is used as a medium of instruction. Don't give up, as there may be occasional ups and downs in the child's uptake of the language.

Investigating the Impact of Scaffolding Strategy on EFL Learners’ Writing Skill at Soran University

This study aims to investigate the effect of scaffolding on learners' English writing skill. In order to carry out this study, sixty-one English major sophomore students were selected from faculty of Arts at Soran University in the academic year 2022-2023. For the purpose of data collection, a quantitative quasi-experimental method was used. Both pre-test and post-test were undertaken with two groups; the control group which received the traditional method, and an experimental group who implemented the scaffolding instruction. Following the administration of tests, the students' scores were collected, and the results were statistically analyzed. The findings of the study reveal that the students who received instructions through the scaffolding strategy performed better than those who have been taught with the traditional method. The study highlights the importance of using scaffolding strategies in language instruction and suggests that educators should incorporate these strategies into their teaching practices to enhance the language learning experience for their students.

Online Social Learning and Instructional Presence: Enhancing English Education at a Jordanian University

Due to the rapid growth of online education, universities have maximised their English language learning experiences. This study explores English language learning communities in synchronous and asynchronous online contexts, focusing on social and instructional presence. The sample included 10 English language, literature, and translation students. Open-ended questions were asked in a small focus group to promote reflective conversation. The intricacies of social and instructional presence in online learning are made clear by this qualitative method. By concentrating on the complex relationships and common perspectives that emerge in targeted group discussions, the study revealed how students view their interaction with social and instructional presence to enhance English language instruction in the digital environment. The study offers important information for customising approaches used at the university. Combining these strategies may enhance virtual learning environments, mainly the English language courses offered by the university.

EXAMINING ENGLISH LANGUAGE LEARNING CHALLENGES IN SULAYMANIYAH PRIMARY SCHOOLS: A COMPARATIVE CASE STUDY

This research investigates the challenges faced by primary school students in Sulaymaniyah City/Kurdistan Region/Iraq in learning English, focusing on both public and private schools. The main objective of the research is to discover the contradictory approaches to English language learning among primary school students, particularly concerning the influence of teachers and the surrounding educational environment in public and private primary schools in Kurdistani Iraq. By analyzing data collected through questionnaires (n=100) which were 15 statements to be answered and interviews (n=4) with students and teachers which were 3 questions to be asked, the research highlights significant differences in the English language learning experiences between public and private schools. The key findings of this research reveal that students’ proficiency in English is influenced by various factors, including their motivation, family background, and school environment. Moreover, teachers’ instructional methods play a crucial role, as students benefit from engaging and diverse teaching strategies. Furthermore, the research underscores that a supportive and well-resourced learning environment—characterized by adequate classroom facilities, minimal noise, and effective teaching materials—significantly impacts students’ ability to learn English. The research suggests that enhancing teacher training, updating classroom resources, and fostering supportive home environments could improve English language learning outcomes for students across both types of schools. Overall, this comparative case study provides valuable insights into how different educational contexts influence English language acquisition. The research offers recommendations for improving educational practices in primary schools generally and public schools, specifically in the Kurdistan Region of Iraq.

Language learners or hallyu fans? Identity and Korean language learning in the digital wilds

ABSTRACT This article examines the language learning experiences of fans of Korean media (i.e., hallyu fans). The data include interviews with four women who are informal learners of Korean, supplemented by a questionnaire (N = 99) conducted with learners of Korean on a popular online language tutoring platform. The results underscore the pivotal role that hallyu plays in initially motivating individuals to become interesting in learning about Korean language and culture. I draw on the person-in-context relational view of language learning to explore how multiple aspects of the four fan learners’ identities contour their continued engagement with Korean language and culture. Specifically, I focus on how the dynamic interplay among learners’ fanship, personal biographies, and racial identities shape their language learning trajectories. I conclude by calling for more research into the experiences and motivations of fan learners—a population that is growing quickly yet which is often overlooked in research on language learners.

Behind the Screens: Evaluating the Effectiveness of Zoom in EFL Learning and Teaching in Higher Education

This study examines the usage of Zoom platform features and functions in managing EFL classes from the perspectives of students and their instructors. The study used a mixed-method approach. Quantitively, a questionnaire was distributed to undergraduate EFL students enrolled in advanced English courses (B2) in the first semester of the academic year 2023/2024 in a Palestinian university. The questionnaire was complemented by interviewing nine EFL instructors who have utilized the Zoom platform in their EFL classes. The quantitative data were subjected to statistical analysis whereas the interview data were analyzed thematically to obtain qualitative insights. The findings of the study revealed that Zoom features and functions significantly boost the online language learning experience in the EFL classes according to the students’ views. The students highly appreciate the features of recording, raising hands, screen-sharing, mute/unmute controls, file-sharing, and chat box while learning the English language. The results also indicate that both male and female students have similar views on the efficiency of Zoom features and functions. The analysis of the qualitative data reveals that EFL instructors largely utilize Zoom features and functions in their EFL classes and appreciate the benefits of these tools. Nevertheless, the results demonstrate that the instructors encounter some challenges primarily related to technical issues. The findings provide valuable views to the field of language learning and teaching through building on the experiences of undergraduate students and instructors with the context of EFL.

The Role of Parental Language Profile and Home Linguistic Environment in Shaping Teenagers' Multilingual Identity

In the multilingual context of Norway, language policy at the macro level supports the development of multilingualism. At the meso level, parental language beliefs and ideologies and language practices in interactions among family members potentially play a critical role in learners’ experience of learning different languages and their multilingual identity. Drawing on Sims et al. (2016) and Spolsky (2012), this qualitative case study investigated parental language profiles, parents’ language ideologies and reported practices at home, and the potential impact these have on their children’s language choices, attitudes toward learning languages and the development of multilingual identity. The data were collected through an adapted version of the Ungspråk questionnaire (Haukås et al., 2021) from teenagers and interviews with parents and teenagers in three families with and without immigration backgrounds in Norway. We first analyzed the data using thematic analysis (Braun & Clarke 2006). Thereafter, the analysis was shared with the families to confirm the researchers’ understanding and acknowledge participants’ rights and voices. The findings of the study suggest that parental language profiles, their language beliefs, and home linguistic environment likely have a direct impact on teenagers’ language learning experience, views on multilingualism, and multilingual identities.

The place of emotions in language education from an emotional intelligence perspective

The significance of emotions in language education is increasingly acknowledged as a crucial element that impacts both teaching and learning. This article delves into the role of Emotional Intelligence (EI) in enhancing the language learning experience, emphasizing the importance of perceiving, using, understanding, and regulating emotions. Educators, as integral to the learning process, can cultivate more inclusive, supportive, and effective learning environments by integrating emotional awareness and regulation strategies into language teaching. This holistic approach to language education intertwines cognitive and emotional development, emphasizing the practical implications for educators in fostering EI in the language classroom to improve learner engagement and success.

Exploring Enjoyment and Flow among Monolingual and Bilingual Learners of English

Emotions play a prominent role in foreign language learning, with positive emotions, such as enjoyment, gaining significant attention in recent years. Enjoyment has been identified as a strong predictor of flow experiences as learners progress to more advanced levels in their language studies (Dewaele and MacIntyre 2022). This study aims to explore the factors that trigger enjoyment, which also serve as components of flow as originally defined by Csikszentmihályi (1975). Adopting a qualitative approach within the framework of positive psychology and flow theory, we empirically examined the antecedent conditions of flow in an online sample of 216 language learners from three different settings: two monolingual contexts (Hungary and Poland) and one bilingual context (Transylvania, Romania). We investigated whether there are differences in the experiences of enjoyment and flow between monolingual and bilingual students. Data were collected through online surveys where participants recounted memorable and enjoyable English language learning experiences. Using content analysis, we explored the close connection between enjoyment and flow in learners’ narratives. We described patterns of flow components, which further emphasize the role of enjoyment in language learning. The findings, illustrated by participants’ reports, highlight factors that align with flow states, including a sense of complete involvement in tasks, intense focus, joy, loss of sense of time/place, and spontaneous connection with peers and teachers. The results suggest that while enhanced enjoyment and flow are significant in foreign language learning, they are not necessarily linked to being a bilingual language learner.

Rethinking English Language Pedagogy: An Exploration of the gaps in Traditional Language Teaching Methods

Effective English language instruction is crucial for equipping students with the language skills needed for communication in an increasingly interconnected world. However, traditional English language teaching methods have faced criticism for their limitations in promoting communicative competence and overall English language proficiency. This qualitative study aimed to explore the efficacy of traditional English language teaching methods in secondary schools, revealing significant gaps in instructional approaches. Semi-structured interviews with six English language teachers and two officials from the National Curriculum Development Center (NCDC) provided rich insights into the limitations of Traditional Methods of Instruction (TMI). Thematic analysis revealed four major gaps: (1) inadequate integration of the four language skills (listening, speaking, reading, and writing), (2) predominantly teacher-centered instruction, (3) a detrimental impact on students' English language learning experiences, and (4) failure to accommodate learners' interests. The findings suggest that traditional English language teaching methods prioritize rote memorization of English language concepts over communicative competence, leading to disengagement and limited language proficiency. This study contributes to the ongoing debate on English language teaching reform, advocating for a paradigm shift towards more effective, learner-centered and interactive approaches.

Impacts of digital applications on emergent multilinguals’ language learning experiences: the case of Duolingo

Impacts of digital applications on emergent multilinguals’ language learning experiences: the case of Duolingo

How the Handcraft Typography Can Enhance Children’s Language Learning Experience

This study used a design experiment that instructs children on how to approach each letter to investigate typography design methodologies and manual techniques. Since children are still in the early stages of learning and the content they are exposed to is of great significance, the topic of children's education is always one that the entire community is intensely interested in discussing. According to researchers, typography is a popular medium and expressive technique in technology development, and art education is important for improving human communication. Typography with illustration may also help children achieve a clear sense of each letter's collocation by means of expression, recognition, and understanding through children's cognitive development by adding handcraft activities to each letter's characters. To approach new design considerations in typography and typeface experimentation, the current research analyses children's learning materials to consider their learning obstacles. Using an innovative design approach method in children's learning materials, this study demonstrates how children's drive to learn may be inspired and encouraged by a more engaging learning environment, leading to improved learning outcomes. Using paper-folding graphic visualization can also help kids understand the shape of each letter.

Investigating language learning strategy use in adult L2 literacy

Abstract The study focuses on the language learning experiences of adult migrants from refugee backgrounds with limited educational experiences before migration. This group is often referred to as LESLLA learners; LESLLA is an acronym for Literacy Education and Second Language Learning for Adults. The study used Constructivist Grounded Theory (CGT) — a data-driven, bottom-up methodology for qualitative research — to gain understanding of the conditions that help or hinder LESLLA learners’ language development and of the strategies they use to enhance learning and to overcome obstacles. The dataset is comprised of thirty interviews with adult refugees from Syria and Eritrea learning Dutch in the Netherlands. The analyses identified self-efficacy, which has been described as ‘the soul of strategies’ (Oxford, 2017), as a core category, differentiating between learners who showed contentment about their language learning achievements and expressed confidence in further learning, and those who expressed little confidence and a sense of failure. Conditions hindering self-efficacy include the cognitive conditions ‘forgetting’ and ‘stress’, and the social condition ‘isolation’. Facilitative conditions in the cognitive realm are ‘motivation’ and ‘language learning strategies’. ‘Social strategies in new social networks’ is the condition that stands out as strongly supportive for self-efficacy. The data showed how LESLLA learners are often not in the position of power to build their networks. This means that social strategies are not an individuals’ asset but rather a condition that is distributed in a social system.

AI‐powered vocabulary learning for lower primary school students

In this exploratory mixed‐methods study, we introduce and test our AI‐powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student‐generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre‐ and post‐tests, post‐surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom‐based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions. Practitioner notesWhat is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI.