Field Of English Language Learning Research Articles

ANALYZING TEACHING STRATEGIES FOR ENGLISH READING IN JUNIOR HIGH SCHOOL STUDENTS AMID THE COVID-19 PANDEMIC

The COVID-19 pandemic has brought to light numerous challenges in the field of English language learning, including the need for strict adherence to health protocols like school closures, mask mandates, and frequent handwashing. This period required a swift adaptation to blended learning, fostering critical and creative thinking to address COVID-19 issues. This study aims to investigate various strategies utilized by English teachers to enhance reading skills amidst the COVID-19 Pandemic. Transcription data were gathered through observational methods and interviews involving three participants – one teacher and two students. Grounded theory was employed for data analysis, revealing eight strategies for improving students' reading abilities. These strategies include utilizing E-learning (WhatsApp) as a platform for delivering reading materials, employing visual aids like PPT presentations and YouTube videos to illustrate texts, identifying and marking challenging vocabulary in PDF texts, translating sentences using online tools (Google Translate), facilitating oral reading through WhatsApp's voice-notes feature, assigning reading tasks on specific websites or PDFs, engaging in Q&A discussions on WhatsApp, and conducting project discussions via virtual platforms like WhatsApp and Google Meet. This study contributes to the understanding of reading teaching practices for junior high students during the COVID-19 pandemic, thus expanding the knowledge of strategies employed by teachers in the teaching of reading.

Indonesian English language teachers’ conceptions of critical thinking: challenge and strategy

<span lang="EN-US">Critical thinking (CT) has already been acknowledged as a significant skill in education, including in the field of English language learning. However, very few studies have investigated the challenges and strategies in enhancing students’ CT skills in English language subjects. This qualitative research aims to investigate the Indonesian English as a foreign language (EFL) teachers’ conception of the necessity of implementing CT in EFL subject. This research is also intended to find out the challenges and strategies in encouraging students to use CT in their learning process. This research employed two research tools for data collection: questionnaires and semi-structured interviews. The study revealed that EFL teachers believe in the value of promoting CT in their teaching classroom activities. However, CT has been practically rarely unnoticed in the implementation of English language classes due to the EFL teachers’ concentration on linguistic skills, grammar instruction, and English communicative skills. The findings also found some challenges faced by the EFL teachers in implementing CT, as well as some strategies in promoting the skill. This research recommends the importance of involving Indonesian EFL teachers in a training on CT to enhance their understanding and allow them to stimulate CT among their students.</span>

Pedagogic Relevance of Integrating Augmented Reality in Saudi English Classrooms: A Systematic Review

Every day is a new experience as technology in general has become an integral part of every aspect of modern life. Today, the learning environment plays an important role in influencing learning outcomes, especially after the Covid-19 pandemic. Researchers and educators have begun to discuss and test the implications of these realities for education. Currently, researchers are busy exploring pedagogic relevance of two environments: virtual and augmented reality. The field of English language learning is no exception. The author of this study intended to study importance and impact of augmented reality (AR) in learning English. Teachers' perceptions and digital skills regarding the use of AR were also investigated. Twenty (20) related studies were reviewed for this study. Selection of the articles was made according to the objectives of the study. Latest studies were mainly included, however, quite a few old studies were considered due to utmost importance. The Findings of this study are in accordance with most of the papers considered for the systematic review which indicate that the use of AR applications can be effective if appropriately employed. Teachers' perceptions of AR were found to lead to the conclusion that it improves achievement and increases student motivation and interest. However, the teachers were not very familiar with the AR environment. These findings have implications for learners, teachers, curriculum designers, and administrators seeking to integrate AR into English language teaching and learning.

The activities of creating and valuing English digital textbooks in the process of teaching

Digital textbooks can play an essential role in representing a school discipline’s educational content through their interactive and multimedia features. The goal of the present research is to critically analyse some types of interactive educational resources developed using the MDIR Constructor 2.0 application to value English digital textbooks in the process of teaching. A content analysis of computers as an approach to language learning has been introduced by many researchers in the last few years. The current paper aims to show the impact of digital textbooks in the field of English language learning and provide examples of how the digital textbook might complement various classroom exercises to promote student-centred learning and individualization in language learning. First of all, the adoption of information and communication technology in the educational process in our country will be discussed. Secondly, an extensive review of a series of scientific studies about computer involvement in a language-learning environment will be examined. And finally, the practical aspects regarding the development of some interactive educational resources within the digital textbook for English language level A 1.2 will be presented.

A CRITICAL STUDY ABOUT THE EFFECTS OF BLOOM’S TAXONOMY IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITY LEVEL

The purpose of this study was to critically analyze the effectiveness of Bloom’s taxonomy of educational objectives, in teaching English language at university level in Karachi, Pakistan. The conceptual framework of the study, included the results of two groups of English language learners that were independent and controlled group. For the current study quantitative research design was used. The population was English language teachers and students of English Department, those were sixty. Stratified sampling was used to extract the research sample. A well-designed test containing twenty-five marks was constructed, to get the achieved outcome of language teaching and learning. It was concluded that incorporating Bloom’s objectives of teaching would be able to improve English language learning among students at tertiary level. It was recommended that teachers training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking while incorporating Bloom’s objectives of teaching methodology, that may be benefitted both language learners and research in the field of English language learning in Pakistan.

CRITICAL THINKING SKILLS FOR ENGLISH LANGUAGE CLASSROOMS AT THE UNIVERSITY LEVEL

Purpose of the study: The purpose of this study was to critically analyze the effectiveness of critical thinking skills in teaching the English language at the university level to non-native speakers of English. The study further analyzed the performance measured by a test of two groups of English language learners that were independent and controlled groups.
 Methodology: The study analyzed the performance measured by a test of two groups of English language learners that were independent and controlled groups. of BSII. For this purpose, an aptitude test was designed and served to sixty students grouped as group A and group B. Both groups have thirty students. According to the paradigm of the study, the independent samples t-test proved to be the most appropriate statistical test.
 Main Findings: It was concluded that incorporating critical thinking skills would be able to improve English language learning among students at the tertiary level. It was recommended that teachers' training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking.
 Applications of the study: Critical thinking skill is directly relevant to the instructional objectives and English language teaching. The purpose of this study was to critically analyze the effectiveness of critical thinking skills in teaching the English language at the university level.
 Novelty/Originality of the study: Research in the field of English language learning in non-native English speakers’ countries is always rewarding.

Self-Assessment in English Language Teaching and Learning in the Current Decade (2010-2020): A Systematic Review

Self-assessment (SA), defined as the evaluation of process and product and the main feature of self-regulated learning, has been the focus of many recent studies. Due to the importance of SA, the purpose of this systematic review is to provide a comprehensive overview of relevant studies regarding the use of SA for teaching and learning English language. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was employed to collect studies on SA. The search for articles was done with the combination of these keywords: “self-regulation”, “self-assessment”, “foreign language learning”, “student”, and “teachers” in EBSCOhost research platform. We found 106 studies related to SA published in period of 2010-2020. After screening the title and abstracts for selecting articles, based on the inclusion and exclusion criteria, 18 articles were selected to be reviewed. These articles were closely related to the focus of this systematic review on the reliability and validity, effectiveness, accuracy as well as the modes of application of SA in English language learning-teaching. The paper starts with reviewing the definitions of SA and further it analyzes and synthesizes the selected studies to reply to the research questions. The paper concludes with the pedagogical implications and recommendations for future studies on various aspects of SA in the field of English language learning and teaching.

KEY FACTORS INFLUENCING LEARNERS’ ORAL FLUENCY IN ENGLISH SPEAKING CLASSES: A CASE AT A PUBLIC UNIVERSITY IN VIET NAM

In the field of English language learning, speaking is regarded as one of the most important skills to be developed and enhanced continually as means of effective communication. In most English classes at universities, many students find it difficult to express themselves in spoken English. So this research aims to investigate prominent factors affecting fluency of second-year students in speaking skill. The study uses mixed research methods with two data collection instruments namely survey questionnaire and semi-structured interview. The participants joining the survey questionnaire include 98 English non-majored students who were taking the English speaking course in their second semester at a university. The semi-structured interviews were conducted with 15 teachers and 15 students. The findings reveal that the group of affective factors is the prominent one, and then followed by automation, error correction and performance factors influencing their oral fluency. Therefore, some useful recommendations focusing on interactive strategies to minimize learners’ difficulties in oral fluency as well as develop their fluency in English speaking performance in this study could be taken into account for EFL teachers in English speaking classes.

Türkiye’de 30 yıllık EFL çalışmaları: Araştırma makalelerinin bibliyometrik analizi

In the 21st century, which can be described as the age of technology, it has become possible for researchers to access all kinds of information via the internet. The direction of the studies in the field of English language education and teaching and the researchers’ working styles have changed drastically. Dergipark management system in Turkey, on the basis of TUBITAK ULAKBİM, offers the accessibility to the journals and articles electronically which have been published in Turkey and gives the opportunity for the service of editorial process management system. Its main purpose is to increase the visibility and use of national academic journals all over the world. For this reason, in this study, Dergipark management system has been used to make a bibliometric analysis on the articles published in the field of English language learning during the last 30 years and 646 articles have been downloaded and analysed. The main aim of the study is to make a detailed quantitative analysis of the contents and research topics. The results of the study indicate that although many of the most frequently discussed topics remain popular for 30 years, some receive significantly increased or decreased attention. Thus, it can be said that the actuality of academic studies in the field of EFL is in a rapid change.

Escaping from the English classroom. Who will get out first?

The aim of this study is to present an innovative teaching proposal implemented in the English classroom in a Translation Degree that can be replicated in other disciplines, and to analyse the potential for an activity like this one to have a very positive effect on the way students engage with and learn a second language. The study was based on the hypothesis that the use of an escape room, chosen here from a range of possible gamified activities, could enhance students’ motivation to learn a second language and serve as an enjoyable and cooperative way to help them develop oral and writing skills. This paper opens with a review of relevant research in the field of English language learning and analyses the potential benefits of introducing gamification techniques to the classroom. The next section details the method used in the study, including information about the instrument, the participants and the academic context. The activity implemented is also described. After that, the results of the study are presented and illustrated with examples from the data. Finally, some implications of the study are discussed.

A Pedagogical Perspective on Promoting English as a Foreign Language Writing through Online Forum Discussions

<p>Use of educational technologies has become increasingly significant in the field of English Language Learning. Both the teachers and students are dependent on Information and Communication Technology (ICT) and its different tools for teaching and learning in particular, and socialization in general. The scope and significance of the study on the use of ICT tool such as online discussion forum in facilitating English as a foreign language teaching and learning therefore is quite relevant considering its potential in exchanging information using the target language (L2). The study included 56 participants (<em>N=56</em>) at post-foundation level from Al Musanna College of Technology in Oman with the objective to find out the effectiveness of online forum discussions on the learners’ EFL (English as a Foreign Language) writing performance in terms of its linguistic complexity. The experimental group (<em>N = 28</em>) was involved in synchronous online forum discussion, and the control group (<em>N = 28</em>) was engaged in asynchronous blog writing for a period of one semester. Pre-test and posttest were administered to collect quantitative data, and the participants of the experimental group were interviewed to collect the qualitative data. The post-test analysis of the quantitative data found no significant (<em>p = 0.05</em>) statistical difference between the groups’ writing performance in terms of linguistic complexity. However, the analysis of the qualitative data collected through interview found that the use of online forum discussion in facilitating EFL writing has much positive effect on the learning process. The findings, discussion and recommendations are included in this article.</p>

An analysis of the spelling errors in the written English of Kenyan pre‐university students

Abstract There has been a big outcry in the field of English language learning about the ‘falling levels of proficiency in English’ or ‘the falling standards of English’ among students, particularly at high school level. Students cannot spell nor can they write ‘error‐free’ sentences, the complaints say. Errors of spelling rank first amongst all the different types of grammatical and lexical errors recognised from the language performance data from native English college‐level students and from those for whom English is a second language. Much of such language data are either single samples obtained from a few students or small randomly chosen samples of test or examination scripts in English composition papers. This paper uses a corpus‐based approach to describe the types of spelling errors in the written English of Kenyan pre‐university students. It concludes that there are a variety of sources for the differences in the sound system of English and the first language of the students in the study. The pa...