High-level Learners Research Articles

Analysis of Al-‘Arabiyyah Lil Hayah Books as Teaching Material from the Perspective of Brian Tomlinson and Hitomi Masuhara’s Theory

Teaching materials are crucial in the learning process, especially in Arabic language acquisition. "Al-'Arabiyyah Lil Hayah" serves as a reference guide for new students enrolled in the Special Program for Arabic Language Development (PKPBA) at UIN Maulana Malik Ibrahim Malang, providing a structured approach to enhance Arabic language skills across various academic disciplines. This study analyzes the book through the lens of the theory of different levels of teaching materials proposed by Brian Tomlinson and Hitomi Masuhara. Utilizing a literature study with a qualitative approach, data were collected through documentation techniques and analyzed using the Miles, Huberman, and Saldana model, which includes data condensation, presentation, and conclusion drawing. The findings indicate that the four volumes of "Al-'Arabiyyah Lil Hayah" largely align with the recommendations of Tomlinson and Masuhara at basic, intermediate, and high levels. However, certain gaps remain, notably the absence of a comprehensive comprehension approach in Volume 1 and a deficiency in extensive reading and listening activities in Volumes 2 and 3. Additionally, Volume 4 lacks real-world professional language use materials, such as newspapers and research reports, which are essential for high-level learners. These shortcomings highlight a disconnect between the theoretical framework and the practical needs of students. Consequently, this research underscores the need for future studies to conduct a more thorough analysis of the suitability of the content, learning activities, and instructional approaches utilized in "Al-'Arabiyyah Lil Hayah," ensuring they effectively address the specific needs and characteristics of students at UIN Maulana Malik Ibrahim Malang.

The Impact of Emotional Factors on L2 Learners Enjoyment and Anxiety in Foreign Languages

In light of the expansion of globalization and the intensification of cross-cultural communication, there is an increasing necessity to learn a second language (L2). However, many L2 learners face emotional challenges throughout the learning process, which affect their learning experience and outcomes. This paper explores the emotional experiences of Chinese learners of English as a L2 and their impact on learning outcomes. Theoretical frameworks from positive psychology and educational psychology are then employed to investigate the roles of foreign language enjoyment and foreign language anxiety, as well as the moderating effects of classroom environment and social support. The results show that foreign language enjoyment has a positive effect on learning outcomes, whereas foreign language anxiety has a detrimental effect. In the case of semantic-prefix incongruence, high-level learners exhibited stronger interference effects, which indicates the complexity of affective information processing. Therefore, the paper not only deepens the comprehension of emotional factors in foreign language learning, but also provides valuable insights into foreign language teaching practices, which indicates that teachers should prioritize students affective experiences, optimize classroom environments, and offer positive social support to promote their affective engagement and learning outcomes. Future research should further explore the differences in students affective experiences in different cultural contexts to achieve more comprehensive and personalized foreign language teaching goals.

An Analytical Study of the Recognition of Silent Letters in the Pronunciation of English Words by Baghdadi Arabic Speakers

The phonetic system in English differs to some extent from that of Arabic. Novice Baghdadi Iraqi speakers encounter numerous challenges in pronouncing English words as a result of this. As an illustration, it is common to hear English learners articulate "assign” /əˈsaɪn/ as / əˈsaɪgn / or "kneel," / niːl/ as /k niːl/. The objective of this study is to detect prevalent distortions in the pronunciation of silent letters in English words among Baghdadi Iraqi English as a Foreign Language (EFL) learners. The methodology employed in this analysis was a qualitative descriptive study. Utilizing purposive sampling methods, a sample of 5 English as a Foreign Language (EFL) novices was chosen from the 1st level of the English Department, Dijlah University, Iraq. These learners were categorized as novice high-level learners (beginners). Analytically descriptive methodology was employed to analyze the data obtained from tests. The findings of this study indicate that EFL novices make errors when pronouncing words that include silent letters such as b, c, d, g, gh, h, k, l, m, n, p, s, t, th, and w. The writers examine three positions of the silent letters in words (beginning, medial, and final), and, by that understanding, it becomes feasible to create valuable instructional resources and teaching techniques to address this matter.

Quizlet's Usefulness for Vocabulary Learning: Perceptions of High-Level and Low-Level Chinese College EFL Learners

This study investigates the perceived usefulness of Quizlet for vocabulary learning among Chinese college EFL learners and examines differences in perceptions between high-level and low-level learners based on their post-test scores. A descriptive research design was employed, utilizing a web-based survey to gather quantitative data from 95 students in Shandong province, China, after an 8-week intervention using Quizlet. The survey was based on the Technology Acceptance Model (TAM) and focused on perceived usefulness. The findings reveal that overall, students hold a positive attitude towards Quizlet, with an overall mean score of 3.81 (SD = 0.64), indicating its perceived utility in enhancing vocabulary acquisition. Specifically, Quizlet was found to be particularly beneficial for improving both receptive (M=4.18, SD=0.70) and productive (M=4.17, SD=0.68) vocabulary knowledge. However, its perceived usefulness in improving broader language skills such as reading, writing, speaking, and listening was comparatively lower. An independent samples t-test indicated no significant difference in the overall perceived usefulness between high-level and low- level learners, though high-level learners perceived greater benefits in learning speed and productive vocabulary knowledge. These insights suggest that while Quizlet is a valuable tool for vocabulary learning, its integration should be complemented with other methods to address comprehensive language development. The study’s implications highlight the need for tailored instructional strategies to optimize digital tools like Quizlet across different proficiency levels in EFL contexts.

The Effects of Integrated Feedback based on AWE on English Writting of Chinese EFL Learners

Through a two-semester experiment on the English writing of 64 Chinese EFL learners, this study examines the effects of three types web-based feedback (automatic feedback (AF), automatic feedback with teacher feedback (TF), automatic feedback with peer feedback (PF)) based on Pigai website. The results show that all the three modes of feedback can promote the writing of the English as Foreign Language (EFL) learners with different English proficiency ((high level: F = 2.672, P = .132; low level: F = .388, P = .766). The results also reveal that there is a significant difference in the high-level group between the automatic feedback + peer feedback group and the automatic feedback group (I - J = - 6.636, P = .000) as well as between the automatic feedback + teacher feedback group and the automatic feedback group (I - J = - 6.220, P = .001; I - J = - 5. 100, P =. 001), which indicate that automatic feedback + manual feedback (PF+TF) can promote the improvement of high-level learners’ English writing more than single AF. In the low-level group, between the AF + PF group and the AF group (I - J = -1.221, P = .925) and between the AF +TF group and the AF + PF group (I - J = 6.227, P =. 097). There is no significant difference, but there is a significant difference between the AF group and the AF + TF group (I - J = - 5.122, P =. 032), indicating that AF + TF is of great help in improving the English writing of low-level English learners.

Blended Learning Experience during COVID-19 in Bangladesh: Rethinking the Barriers in the context of Higher Secondary Level Learners

The blended learning approach played a vital role to continue educational activities during COVID-19 pandemic in Bangladesh. The traditional face to face classroom teaching -learning system was totally disrupted during pandemic time. The educational activities were continued through different online platforms during pandemic time. Online instructions became popular and effective throughout the pandemic. Teaching -learning activities in different educational institutions in Bangladesh experiences manifold barriers at that time. The present paper aimed at rethinking the barriers of blended learning approach during COVID-19 in HSC level learners of Bangladesh. Randomly selected 360 respondents have been surveyed through a semi-structured survey questionnaire. This paper revealed that blended learning approach faced the problem of poor internet connection, challenge in two way communication, financial constraint, difficulties in presenting online presentation, submitting assignment, lack of experience regarding activity through internet, online group works, online apathy, fear in using internet, noisy environment etc. Finally, this study proposed some recommendations to overcome the barriers of blended learning approach in new normal situation in Bangladesh perspective.

개수(概数) 兩에 대한 학습자의 이해와 한국어 대응 표현 연구

Through two surveys, this paper looked at how much Chinese learners knew about the approximate number “兩” and how it was expressed in Chinese dramas and novels. Although the rhetoric “兩” is a multilingual word that has two or more meanings, learners do not know it well. Therefore, the purpose of the study is to raise awareness of approximate quantity. The survey was conducted twice. The first survey aims to find out whether Chinese learners are aware of the approximate number “兩”. It translates four sentences for 40 people. Most Chinese learners were not well aware of the approximate number “兩”, and some advanced-level learners also showed errors. Overall, the percentage of correct answers was not high. The purpose of the second survey is to find out how high-level learners express the approximate number of “兩”. The content of the survey is to translate nine sentences for high-level learners. It was mainly translated into a few or a little. The expression of quantity that appeared in Chinese dramas and novels was investigated. Mostly, it appeared in a wide variety of ways, such as ‘좀’, ‘조금만’, ‘한두’, ‘두어’, ‘몇’, ‘한’. In particular, expressions appeared in various ways depending on the two companies.

Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings

Abstract This study investigates how distance-invoked difficulty, proficiency level and cross-linguistic similarity affect error occurrences by analysing 240 English compositions from Chinese and Japanese learners of English as a foreign language (EFL). Dependency distance was used as a metric to measure distance-invoked difficulty and four major types of dependency relations were investigated. The findings reveal that low- and middle-level Chinese and Japanese EFL learners have higher error rates with long-distance dependency relations, but high-level learners can overcome the distance-invoked difficulty and make fewer errors. Chinese and Japanese EFL learners make more errors in long-distance adverbial and relative clauses than in short-distance ones, which are L1-dissimilar dependency relations. They make fewer errors in L1-similar relations, i.e., long-distance subject-predicate dependency relations. Japanese EFL learners, however, showed no significant differences in error rates between long- and short-distance predicate-object dependency relations. The results indicate the complex interaction between the EFL learners’ cognition, proficiency and L1.

Constructional complexity as a predictor of Korean EFL learners’ writing proficiency

Abstract Based on usage-based constructionist approaches to language development, this study investigates the validity of constructional complexity as a predictor of writing proficiency of Korean EFL learners. We analyzed argumentative essays produced by Korean EFL learners and compared a prediction model that uses English argument structure constructions with a conventional T-unit-based model. We first tested the predictive power of a discriminant function model with argument structure constructions as predictors for assessing writing proficiency of lower- and higher-level learners. We then compared the construction-based model to another model that included T-unit measures as predictors. The results validated the contribution of argument structure constructions for predicting L2 writing proficiency: The construction-based model yielded higher prediction accuracy than the T-unit-based model did, confirming that constructional complexity is closely aligned with writing proficiency. These findings demonstrate the significance of a construction-based model as a reliable tool for diagnosing EFL learners’ writing proficiency.

The Difficulties of Effective English Speaking in Higher Secondary Level: An Empirical Study on City Area Colleges in Dhaka

English has been inescapably used in everyday life in this period of intense global competition. But for various reasons, students in higher secondary level often struggle to develop adequate speaking skills. And these obstacles affect in their upcoming higher study, going abroad as well as in their future career. The study aims to analysing the prevailing barriers that the learners of higher secondary level encounter in speaking English effectively in their classrooms. This is a quantitative study and descriptive in nature. The respondents of this research were the higher secondary level learners selected by random sampling approach. Total 100 respondents were taken, 25 students from each school from three groups Science, Arts and Business Studies participated. The survey was conducted directly going to the respondents and the duration of the survey was one week. This study pinpoints all of these problems and presents possible recommendations for developing English competence. Future scholars will benefit from the insights of this study as they investigate the difficulties faced by English learners in Bangladesh.

How Are British English Vowels Perceived? Evidence from Yemeni EFL Learners

The current study examines the perception of the British English (BE) vowels by Yemeni EFL undergraduate learners. Specifically, all the BE vowels (except schwa) were investigated to explore the most misperceived English vowels by 67 EFL learners at different proficiency levels- beginners, intermediate and advanced. A perception test, which measured the learners’ perception of the of BE vowels, and a questionnaire, which mainly measured participants’ level of difficulty they experience in perceiving these English sounds, were used to collect data from the learners. Overall, the results revealed that the vowels of BE present a serious problem to Yemeni EFL learners as they could not identify these non-native speech sounds with high rates of correct perceptions. More specifically, it was found that lower- and higher-level learners showed similar misperception patterns of the BE vowels whereby they had the greatest difficulty in perceiving /eə, / æ/, /e /, / ɒ /, and /ʌ. Generally, in addition to the learning context, the teaching aids and the perceptual training, the misperceptions of BE vowels might also be due to the closeness and similarity existing among these English vowel segments.

Lexical Frames and Errors in the Use of English Definite Article in L2 Academic Writing: A Case of English Placement Test

The purpose of this study was to investigate the use of lexical frames in L2 academic writing across writing skill levels focusing on both the target-like frames and ungrammatical frames due to article errors. Writing samples were academic essays (N=991) composed of two levels from the corpus of the English Placement Test (EPT) compiled at a Midwestern US university. The 20 realized academic writing frames (referred to as AW-frames) were searched for in the lower- and higher-level sub-corpora and compared in three aspects. First, the differences in the overall frequencies of the frames were explored based on normalization and chi-square tests. Then, the variability and predictability of the retrieved frames in the two levels were compared using Gray and Biber’s (2013) framework. Lastly, the cases of errors in the definite article were analyzed for both the realized and unrealized frames. The results suggested meaningful differences in the AW-frames identified in lower versus higher-level writing. First, higher-level learners employed AW-frames more frequently compared to lower-level learners. Second, higher-level learners tended to employ highly variable AW-frames in an unpredictable manner whereas less proficient learners incorporated the same inventory of frames in a comparatively fixed and predictable way. In terms of the misused frames, regardless of levels, L2 learners produced extensive errors in the definite article, particularly having a problem using the non-nominal head for the definite article within realized frames. Taken together, by applying the lexical-frame approach to L2 phraseology, this study helps us gain a better understanding of how L2 learners’ productive use of multiword expressions differs across writing skill levels. It also provides implications for the teaching of AW-frames to improve L2 academic writing.

Grammar as validity evidence for assessing L2 interactional competence

Abstract This study examines how L2 learners of English at different pragmatic performance levels implement requests during role-play assessment interaction. In doing so, the role of grammar-for-interaction as validity evidence of assessing interactional competence is explicated. Using qualitative and quantitative data, the following research questions are investigated: (a) How do learners use grammar differently depending on the role-play request situations they are engaged in?; (b) To what extent are learners’ role-play performance levels associated with the ability to use context-sensitive grammar when co-constructing request sequences? The data come from a database of 102 L2 English learners’ role-play interactions with 45 hours of recorded interaction in total. The role-play assessment tasks include various real-life communicative situations, such as requests designed for specific interlocutors in a university context. Using conversation analysis, the role-play interactions at different performance levels were analyzed. Sequential analyses showed that higher-level learners utilized diverse grammatical formats that are sensitive to their sequential positions and contingencies associated with requests. As quantitative evidence, the relationship between selected grammatical constructions and the learners’ role-play performance levels determined by trained raters was examined. With this, I discuss the role of grammar-for-interaction in defining and assessing interactional competence.

Decoding EFL learners’ internalization of English modal verbs in concept‐based language instruction: Integrating SCOBAs with languaging

AbstractConcept‐based language instruction (C‐BLI) is a pedagogy guided by sociocultural theory, which has been shown to be effective in facilitating second language learning. Typical activities include materialization by using a schema for a complete orienting basis of an action (SCOBA) and languaging, through which learners’ internalization of scientific knowledge can be observed. However, previous studies have mainly used languaging as an assessment tool to examine the outcome of the internalization of concepts. Few studies have integrated SCOBAs (visual) and languaging (oral or written) in their investigation of the internalization process. This 5‐week study involved 53 Chinese English‐as‐a‐foreign‐language learners in a university who were all taught with the C‐BLI approach to learn English modal verbs. Among them, there were 26 lower proficiency students and 27 higher proficiency students. Visual, oral, and written data were collected to examine the participants’ internalization of the modal verb concepts. All 53 learners participated in SCOBA drawing and written‐languaging tasks. Twelve students (6 per group) volunteered to participate in oral languaging. The results showed that in the SCOBA drawing activity, higher level learners produced more abstract, systematic, and imitated visualizations of the concepts, while lower level learners produced more concrete, disconnected, and emulated visualizations. With regard to oral languaging, both groups largely abandoned their previously learned “rule of thumb” after the C‐BLI intervention, and there were no obvious differences in oral‐languaging performance between the two groups, except that the higher group produced more languaging units. Finally, we also found that the changes between pre‐ and post‐written‐languaging tasks for lower level students were more obvious, especially in the appropriation of SCOBAs in written languaging.

중학교 영어 다독을 통한 학습자 수준별 읽기 전략 변화연구

Objectives This study conducts English extensive reading in middle school and analyzes the changes in reading strategies by the learner’s level.
 Methods To this end, a 12-week extensive reading class was conducted for the 3 levels of 6 first-year middle school students. Data were collected using observation journals, reading journals, and interviews and analyzed using the constant comparative method of transcription, coding and categorization, and theme development. As a result, high-level learners understood the types and characteristics of various strategies well, selected and used appropriate methods for the situation, and the areas of frequently used strategies were found to be different depending on the learner's level.
 Results Students at the middle proficiency level students used Problem solving strategies when they faced the difficulties. Lower proficiency level students tried to activate their prior knowledge and use the pictures of the text, but with limited results.
 Conclusions Based on this results, the researchers would like to give some suggestions. First, Extensive reading program should be prepared beforehand. Various Extensive reading program and English library should be offered. Reading various materials will build confidence and clear goals to the students. Second, students should able to select material they can read with ease. They should not experience the frustration of reading materials beyond their reading capabilities.

Exploring English Grammar Learning Strategies in Online Learning Used by Thai University Students

The objectives of this study were: 1 to explore the extent to which the university students employed English grammar learning strategies (GLS) in online learning; 2. to examine the differences between the use of GLS among the students with different English proficiency levels; and 3. to investigate factors which have an impact on the application of GLS. Data was collected from a class of thirty First-Year English major students enrolling in the course called Grammar 2, using the GLS and focus-group interviews. They were classified into three groups with different grammar proficiency levels, measured by their grade obtained in a grammar course last semester, namely higher-level learners (A, B+), intermediate-level learners (B, C+), and basic-level learners (C, D+, and D). The quantitative data was statistically analyzed by frequency, percentage, means, standard deviation, and ANOVA. Thematic analysis was used to analyze data from focus-group interviews. The findings showed that the students used GLS in general at a high level. The social strategies were used the most while metacognitive strategies were found to be used the least. Moreover, the comparison of GLS use among the three groups revealed no significant differences in their strategy use. Therefore, learners’ grammar proficiency did not have a direct effect on GLS use among the students in this study. Instead, focus-group interviews further revealed a range of factors mediating GLS use namely motivation, learning styles, learning situations, and teachers.

비대면 수준별 대학영어 수업에 대한 고찰: C대학 사례를 중심으로

This study aims to investigate how learners’ academic achievement and satisfaction have changed via online level-differentiated college English classes in the last two years. Mock TOEIC tests were conducted at the beginning of the 1SUPst/SUP semester and the end of the 2SUPnd/SUPSUP/SUP semester each year, and the results were compared and analyzed to verify the academic achievement of the learners. The results showed a decline in students’ English proficiency through online education both in 2020 and 2021. The drop in the TOEIC scores in 2021, however, was smaller than that of 2020. Surveys were also carried out to examine the satisfaction of the students with online level-differentiated classes. While low-level students seem to have experienced difficulty in a non-face-to-face environment, high-level learners showed much satisfaction in 2020. On the other hand, students of all levels expressed relatively high satisfaction in 2021, which shows that most students are well-adapted to the online class. Online education is expected to expand even after the covid-19 pandemic is over. Guidance and management from professors are required more than ever to improve learners

상호텍스트성 그림책 접근을 활용한 한국문화교육 방안 연구

The purpose of this study was to propose an educational plan using an intertextual picture book approach under the theme of 'family', one of the contents of Korean cultural education. To this end, the study of Korean culture education was reviewed, and a model for Korean culture education was presented by combining a complementary text arrangement among the intertextuality approaches into a picture book. The picture book selected a Korean picture book containing the sensitivity of Korean culture, and the subjects of learning were Korean middle and high-level learners so that active interactions such as talking, discussion, and presentation could occur. It will find the diversity of Korean culture different from the learner's own culture through picture books, recognize, accept, and naturally organize their thoughts through interaction and discussion with learners. Through this study, it is expected to provide a new direction for Korean cultural education through picture books and to be used as a teaching method for Korean cultural education for foreign students in the future.

The Use of Memory Strategies Training in Enhancing Speaking Skill among Year 6 ESL Learners

Speaking skill is an intrinsic part of communication among humankind. Undeniably, speaking fluently requires people to have a vast amount of vocabulary as it is important for message interpretation and communication as a whole. In Malaysia, it is undoubtable that learners are able to achieve high proficiency in English in spite of being non-native speakers but the same does not apply to all. The number of learners that struggle to acquire English certainly outnumbers high proficiency level learners. The fundamental problem to this situation leads to the very basics itself, lack of vocabulary knowledge, thus hindering learners from speaking English efficiently. Therefore, this study aims to investigate whether Memory Strategies Training (MST) could help Year 6 ESL learners in speaking skill by enhancing their vocabulary. A quantitative approach was carried out with the participation of 40 Year 6 learners from a primary school in Nilai, Negeri Sembilan. The 15 speaking strategy items questionnaire were adapted from Cohen & Oxford's Young Learners' Language Strategy Use Survey. The outcome of this study shows that this memory learning strategy is crucial in raising the learner's competency to an ideal level. Henceforth, the study was able to identify an appropriate language learning strategy for improving the Year 6 learners’ speaking skill thus aids in elevating their confidence in using English in their daily conversation

An Empirical Study of the Effects of Incidental Vocabulary Learning Through Listening to Songs.

Most studies have shown that reading is an important source of incidental vocabulary learning, and repeated reading may have a positive effect on learning gains. However, the study of incidental vocabulary learning through listening is still limited, and the immediate and long-term effects on different vocabulary knowledge dimensions are unclear. Furthermore, no empirical studies have been conducted to investigate the association between learning gains and preexisting vocabulary knowledge in listening. This article examines the effects of listening to English songs on unintentional vocabulary learning and vocabulary retention through three different vocabulary knowledge dimensions: word recognition, meaning association, and grammar identification. A total of 114 Chinese college students participated in the study, and they were given vocabulary evaluations at different times based on three separate components of vocabulary knowledge. The effects of repeated listening (one, three, and five times) and learners’ prior vocabulary knowledge were also investigated. According to the findings, listening to songs can improve vocabulary knowledge, particularly in the area of word recognition, which can be retained 4 weeks later. Furthermore, the effect of listening three times (with exposure frequencies ranging from three to nine) was superior than listening one or five times, which provides teachers and learners with guidance for teaching or learning vocabulary more effectively. Finally, for low, intermediate, and high-level learners, there was an immediate and positive effect on the dimensions of word recognition and meaning connection after listening, and this knowledge is likely to be preserved 4 weeks later.