English Learning Experience Research Articles

체육고등학교 학생 선수들의 영어 학습경험에 관한 근거이론 연구

The purpose of this study was to investigate English learning experiences of student athletes in a physical education high school and to identify the situations of English learning, which they have faced. A total of 5 student athletes from D city were selected through the purposive sampling. convenience sampling method. Data was collected through participant in-dept interview and it was analyzed by a grounded theory. The findings were 9 categories and 34 concepts They were categorize into : i) core phenomenon: a difficult challenge of learning English, ii) causal conditions: combining exercising with studying and a lack of basic learning ability, iii) contextual condition: a change of their attitudes regarding learning, ⅳ) intervening conditions: worried about future career and choosing both exercising and studying ⅴ) strategies: A perception on the necessity of learning English, and ⅵ) core phenomenon: Having a confidence through learning English.

The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English

Abstract This study investigated the role of language aptitude for participants with extensive instructed L2 English learning experience in judging the grammaticality of sentences in auditory and written modalities. Partially replicating a naturalistic L2 learning study, we administered written and auditory grammaticality judgement tests in L2 English and the LLAMA aptitude tests to 37 students at an English-medium state university in Turkey. The participants were divided into higher and lower aptitude groups based on LLAMA scores, and their accuracy/response time scores in early/intermediate/late-acquired structures were examined. The results showed that aptitude was significantly associated with performance only in late-acquired structures in the written modality. Additionally, aptitude distinguished response time rather than accuracy scores, suggesting a qualitative processing difference. The explicit and analytic nature of language aptitude was discussed for adult learners, which is more relevant for the Turkish context where English is taught as a foreign language in academic settings.

Cantonese and Korean speakers’ comprehension and appreciation of English textual humor

Abstract This study explored how L1 Cantonese and L1 Korean speakers would comprehend and appreciate L2 English humor, and whether their L1 background, English proficiency, and the type of humor would play as moderators. For this study, 69 Cantonese and 76 Korean undergraduate students answered a questionnaire that contained 30 English humor items in various types, i.e., lexical, morphological, syntactic, phonological, and cultural. In addition, five intermediate and five advanced participants from each L1 group participated in semi-structured interviews to elicit their English learning and use experiences and beliefs in the role of humor in English learning. The results revealed that humor comprehension scores were significantly higher for Cantonese speakers and for participants with advanced English proficiency, and morphological humor was the easiest to comprehend. Open-ended responses and interview protocols also demonstrated that different contexts of English learning and use may affect the participants’ ability to enjoy and appreciate English humor.

The Students’ Experiences in Implementing Duolingo-Assisted Listening Learning

Technology has evolved and produced a wide range of devices to enhance education and teaching methods that can assist students in learning languages. This study aims to describe students’ experiences in implementing Duolingo-assisted Listening learning. The participants of this research were three Junior high school students in Karawang. The method and design in this research are to use descriptive qualitative research conducted through Observation, interviews, and Questionnaires. This research analyzes the data using thematic analysis. The findings showed that the participants initially had difficulty listening, and after Duolingo-assisted, students were happy, easier, excited, and motivated to learn listening skills using Duolingo. Due to the gamification of learning and listening exercises provided by Duolingo, students find it easier to learn listening. Because it offers students new experiences in learning English, Duolingo is an effective tool for use in the classroom. In conclusion, this study indicates that students have positive experiences implementing Duolingo-assisted Listening Learning.

Heutagogical Approach in Online English Pronunciation Learning: Student Awareness Survey

English language learners have difficulties in English in pronouncing fricative consonants, voiced and voiceless TH, plosive consonants and vowel sounds. Serious speech mistakes can lead to miscommunication since poor pronunciation abilities make it difficult for other people to hear what you are saying. Additionally, students may miss their lecturers' direct explanations of proper pronunciation when taking online English lessons with inconsistent Internet access. Proper pronunciation can help students participate in conversations, form connections, and improve graduates' employability abilities. Furthermore, pronunciation skills are learnt independently at higher education institutions. Before designing a web-based tool for self-directed learning of English pronunciation, the designers must get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). This survey is a preliminary survey towards the development of a heutagogical English pronunciation application. An online questionnaire was disseminated to 424 respondents from various higher education institutions in Malaysia. Â In this survey, firstly we aimed to get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). The survey consisted of demographic data of respondents, standardized test of English language proficiency, self-evaluation of English language proficiency and English language learning experiences during COVID-19. The findings suggested that although language learners have developed their self-directed learning skills, they still need to improve these skills in learning the language using ODL. Learners consider themselves as having average English language proficiency. They were responsible for improving their pronunciation skills and needed assistant tools to improve their pronunciation skills. It is recommended that an application that uses a heutagogical approach such as Speech-to-Text and Text-to Speech need to be developed.

Metaphorical perceptions of Chinese college students about English learning experience

The present study has investigated the metaphorical perceptions of first-year Chinese students toward their English learning experience before college. Metaphors were collected using the prompt “English learning was (like) … because ….” and analyzed qualitatively by Elicited Metaphor Analysis. The results revealed four types of metaphors: work, journey, leisure, and necessity. Regardless of metaphor types, the students tended to perceive English learning as a slow, hardworking process leading to a sense of accomplishment and personal growth as well as language development. As for attitudes toward English learning, the students generally conceived of learning English as a highly challenging endeavor with ultimately worthwhile outcomes.

Multimedia English Teaching Approach Based on Constructivist Learning Theory

In the context of English study, multimedia has provided learners with unique features and benefits. Constructivist learning theory, on the other hand, has had a considerable impact on students' learning processes and progress as one of the most fundamental teaching theories in the field of education. This study looks at a wide range of sources to support the claim that integrating multimedia and constructivism theory improved students' overall English learning experience. While the authors of this study thought it would help students improve their English learning, they also wanted to give teachers a better method to help them reduce stress in the classroom while still providing an effective teaching-learning process.

Design of Artificial Intelligence-Based English Network Teaching (AI-ENT) System

The English teaching network system uses the Internet to provide distance education. There are several challenges in teaching, including a lack of knowledge and expertise, expectations from students, lack of facilities, and unfavourable opinions about the process of English teaching and learning. In the era of information, education combines the advantages of both online and offline learning, including conventional and networked learning. The production of test pattern paper is an important part of the English teaching network since it helps students study independently. In this study, the artificial intelligence-based English network teaching (AI-ENT) method has been suggested to enhance the student’s performance in distance education. There are strong indicators that the methods of teaching and learning and the teaching tools used by machine learning can be fundamentally altered by AI. With AI technology tools and teacher coaching, students can make significant progress in their English learning experiences. Artificial intelligence expert system thinking is reflected in this design. Teachers and students can improve their English proficiency by gaining access to relevant data from a wide range of sources. The system’s test application reveals that it can assist students in increasing their learning efficiency and making learning information more relevant.

A Case Study of College Students’ EFL Learning Experiences on Mobile Phone Applications

Mobile English learning (MEL) has become increasingly popular for its diverse advantages especially since the global COVID-19 pandemic. While a lot of studies have confirmed effectiveness of the mobile approach to learning English in a pedagogical context, there is very limited research that focuses on how students’ MEL experiences vary depending on their individual habits and behaviors out of class. This study is aimed to explore college students’ experiences of learning English as a foreign language (EFL) on mobile phone terminals. To this end, the study was conducted with a sample of 359 undergraduate students from 5 different grades by looking into their time spent after class in learning English on mobile phone applications (MPA), their practice preferences in MEL, the number of MPA used and their views on the helpfulness of EFL learning on MPA. The quantitative results derived provide a relatively comprehensive knowledge of the present situation of MEL in a higher education context. Statistically significant findings of the study are hopefully to offer insights for both policymakers and instructors in higher institutions to understand and promote MEL from more scientific and multi-dimensional perspectives.

A Case Study on the English Learning Experience of Elementary School English Learners With EBS AI PengTalk

The purpose of this study is to investigate the effects of EBS AI PengTalk when it is used in a public elementary English class. This research focused on the development of elementary school English learners’ speaking ability as well as their attitude change in learning English with EBS AI PengTalk. To answer these questions, 45 elementary school students in Gangwon province participated in this case study. The findings revealed as follows. First, students showed improvement in speaking. The mean score was improved by about 0.8 points compared to the pre-test, and there was a significant difference in speaking ability in general. Second, regarding the change of learning attitude toward English, students showed a positive perspective in studying English with EBS AI PengTalk. The mean was escalated at about 1.0 and there was also a significant improvement in the learning attitude. Third, students showed positive academic progress gradually by getting used to AI-embed learning activities, even though they faced a few technical difficulties and challenges in using the learning tool. To sum up, the integration of EBS AI PengTalk played a positive and active role both in boosting elementary school English learners’ speaking ability and in changing their learning attitude.

Investment in Learning English: A Case Study of Chinese LOTE Learners

With the increasing global status of China’s economy, languages other than English education (LOTE) in China has experienced an unprecedented expansion size. The importance of offering language programs is particularly relevant and geographically significant in China’s border provinces. Yunnan, China’s Southwest border province, has been discursively positioned as an ideal space for cultivating South Asian and Southeast Asian language learners for China’s cross-cultural communication. However, while majoring in LOTE, Chinese students have to prove their proficiency in English both for academic attainment and employment prospect. This study examines how English is ideologically embedded in the learning process of LOTE learners in the context of China’s socioeconomic transformation and regional integration with its neighbouring countries. Adopting the concept of language, investment and ideology (Darvin & Norton, 2015), the study explores the English learning experiences of Chinese undergraduates majoring in LOTE in a Chinese border university in Yunnan. Findings reveal how LOTE learners attach great importance on English and see English as a symbolic capital which can be translated into academic credits and facilite their future educational and social mobility. Findings also demonstrate that LOTE learners take advantage of their learning strategies in English and transfer their learning strategies into their LOTE learning process. Based on the findings of the study, it is argued that LOTE students can be empowered to enhance their language proficiency by LOTE in the process of investment learning English and their investment can help them acquire additional multilingual ability and multiple identities. The study can prove pedagogical implications for curriculum of LOTE.

Becoming an Autonomous Learner in Nepalese EFL Context An Autoethnographic Study

This autoethnographic study explores the researcher’s own perceptions on learner autonomy in English as a Foreign Language (EFL) context of Nepal. I collected the data from my experiences of learning English at Master’s level education in a campus from Kailali district under Tribhuvan University of Nepal. Using the autoethnographic research design of qualitative research, I conducted the study. More specifically, the data consisted of seven diaries written from March 2018 to April 2021. This study substantiates Vygotsky’s (1896-1934) socio-cultural theory as the main theoretical base. Furthermore, I also consulted Holec’s (1981) learner autonomy and Knowles’ (1975) self-directed learning to strengthen my experiences to reveal how I became an autonomous EFL learner. The findings of this study reveal that close academic connection with the professors and universities is essential for becoming an autonomous learner in learning EFL in the researched context. Moreover, the learner’s personal effort and rigour in the process of learning seem to be paramount for the continuation of learner autonomy.

L2 learning as gendered practices: Chinese female students’ English learning experiences at an English-medium university in Hong Kong

This paper advances our conceptualization of second language (L2) learning as gendered practices through a narrative inquiry into two Chinese female students' experiences of learning English as an L2 at an English-medium university in Hong Kong. The findings of the study reveal that the two students' divergent patterns of investments in L2 learning practices inside and outside the classroom appear to be shaped differentially by their varying responses to traditional gender ideologies, their differing evaluations of their gender capital, and the different ways in which they negotiate their desired gender identities. Importantly, the findings suggest that gender as a social construct appears to be implicated in the two students' L2 learning practices in complex and multifaceted ways and that the ways in which gender plays out in their L2 learning experiences can be highly individualized. Overall, the study elucidates the interconnectedness of gender ideologies, gender identities and gender capital in co-shaping individuals’ L2 learning practices in situated contexts. It also calls for attention to the complex interactions between the social and the individual in order to account for the varied and differentiated ways in which gender mediates situated L2 learning practices across individuals and across contexts for a given individual.

English Morphological Awareness of EFL University Students during Blended Learning Implementation

This study is aimed to investigate the English morphological awareness of EFL university students during blended learning due to the covid-19 pandemic. A mixed-method was employed and 17 students were willing to be participants. This study applied an online test to obtain quantitative data and an online open-ended questionnaire to gain qualitative data. The results demonstrated that (1) 10 students (58.8%) were categorized as moderate in English morphological awareness skills, 5 students (29.4%) were perceived high criteria and only 2 students (11.8%) were ranked low category. (2) 17 students expressed their opinion on the English learning experience during blended learning implementation due to the covid-19 pandemic which has a connection to morphological awareness. Their views are generally summarized as follows; they admitted that they actively self-studied at home, preferred offline learning to online learning, frequently practiced English at home, seldom read English books and most of them made extensive use of social media and the internet to access English learning content. The results of this study can be concluded that the English learning environment and recent technologies such as social media and the internet, could have a significant impact on building and improving students’ English morphological awareness.

구조방정식모형을 통한 과거의 영어 학습 경험, 실제적 L2 자아, 이상적 L2 자아가 노력에 미치는 효과

This research aimed to investigate the direct effect, the indirect effect, and the total effect of past English learning experience on intended effort through the mediation of the actual L2 self and the ideal L2 self. The data were collected by surveying 553 university students in Korea who took English as part of their general education by using questionnaires, and analyzed using structural equation modeling. The result of data analysis showed that the indirect effect (ß=.307, p<.01) and the total effect (ß=.343, p<.001) of past experience on effort through the actual L2 self and ideal L2 self were statistically significant. The main cause for this was that the direct effect of past English learning experience on the actual L2 self (ß=.663, p<.001) and ideal L2 self (ß=.805, p<.001) were significant. However, it should be noted that the direct effect of past experience on effort was statistically insignificant (ß=.036, p=.832). Based on these findings, theoretical and educational implications for English learning, teaching, and research methods were presented, followed by future research areas of interest.

External factors and their effect on the learning of English as a foreign language among students with visual impairments

This qualitative study addressed the external factors that influence the experience of learning English as a foreign language among students who are visually impaired (VI). Overall, 28 university students with VI were interviewed about their experience of learning a foreign language (English) both in high school and in university. Three themes, representing external factors, emerged from the interviews: parents, peers, and English teachers. Findings showed that behavioural, academic, and parental expectations, and a stable and caring home setting, fostered participants’ success in learning a foreign language. Furthermore, the study illustrated the importance of friends in aiding the success of individuals with VI, both socially and academically. Differences in the school atmosphere and culture regarding the inclusion of students with VI acted as either a promoting or impeding factor in motivating students with VI to succeed in their foreign language learning.

The Dynamic Interaction of Second Language Motivation and Emotional Experience: The Case of Chinese Learners of English

This study investigated the dynamic interaction of second language motivation and emotional experience for Chinese learners of English in four different contexts: (1) those in China with little or no intention of learning the language for communicative purposes; (2) those in China intending to study abroad; (3) those studying abroad in North America; and (4) those who had returned to China after studying abroad. Data included interviews with representatives from the different contexts. Analysis focused on Vygotsky’s concept of perezhivanie, or how Chinese learners of English experienced their learning environments cognitively and affectively as leading to goals and goal-directed activity across their English learning experiences. Differences among learners both across groups and within the same group were found for how motivation shapes experience and how experience shapes motivation in the process of second and foreign language learning.

Unfolding the Lived Experiences of the College Students’ Language Learning Strategies vis-à-vis their English Proficiency: A Convergent Design

The study determined students’ language learning strategies (LLS) status and English proficiency (EP). A mixed-method, particularly the convergent design, was used. Through purposive sampling, 378 and 17 Education major in English students served as participants for the quantitative and qualitative strands. An adapted questionnaire for quantitative strand and interview guide for qualitative strand were used to gather the necessary data. The study revealed a high level of LLS and a low level of EP. The compensation strategy has a significant relationship to EP. Six themes unfolded as the lived experiences in learning English: sustaining interest amidst fear, looking through an uphill battle, experiences enrich communicative competence, courage to face adversities, igniting positive language learning, and translating excellence in multilingual contexts. Regarding the insights on the contribution of English LLS, five themes emerged: a window of opportunities, towering the students' lamp, guarding with a bulletproof vest, dreaded fires of mediocrity, and kindling brighter lamps through assistance. Moreover, the joint display of quantitative and qualitative findings yielded that students' LLS and their lived experiences are convergent when the merging function is employed; EP status and experiences are convergent when the merging function is employed. However, on the relationship of LLS on the EP of the students, the results show the merging functions as diverging. Further, only the compensation strategies have a significant relationship with the EP of the students.

English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.