Improvement Of Language Learning Research Articles

Leveraging AI for Vocabulary Acquisition and Pronunciation Enhancement

This paper focuses on how AI technologies can influence vocabulary acquisition and pronunciation improvement in language learning. The researchers conducted a systematic review to explore how EFL learners and teachers adopt or refrain from adopting AI. This review focuses on understanding the benefits and drawbacks of AI integration. Three key research questions guide the investigation: What effect does AI use in tailored vocabulary and pronunciation enhancement has on language learning? What is it that AI would do to enhance learning of a new language, particularly vocabulary and pronunciation? How can educators and learners use these advances to improve language competency and learner autonomy? A number of investigations on AI-enhanced language learning devices on EFL students and teachers are involved in the research. The study, therefore, is an analysis of research articles and previous works combined with open-ended interviews for data collection. The findings demonstrate the potential of AI-based platforms for personalized learning, immediate feedback, and immersive experiences. These innovations can improve the way we teach language and also develop independent learners. The study helps in developing complete language learning policies that promote effective communication on today's interconnected world.

EXPLORING THE VALUE OF PEER FEEDBACK IN AN ESL WRITING CLASS

The study of peer feedback in enhancing learning has been evident in the literature. Notably, its value has left marked improvement in language learning. Although there have been critics about its significance, it undeniably has significant traces in learning. This study looked into the practice of peer feedback implemented during a writing course program that took four weeks to complete. The study aimed to explore learners' perceptions about the practice and the challenges they faced while engaging in peer feedback practices. The study adopted a qualitative approach in which data were obtained from 10 participants' reflective writings collected at the completion of the writing programme. The results indicated that learners found they had a positive experience with the practice because the feedback from peers complemented feedback received from the teacher. Furthermore, the practice provided more opportunities for class interaction between peers, thus making English class more meaningful. However, setbacks like time constraints and students' acceptance of peer comments are challenges that need to be addressed in the future. Nevertheless, peer feedback in ESL classrooms, particularly in writing class, is worth considering in enhancing English language learning experience.

HOW LITERATE AM I ABOUT ASSESSMENT: EVIDENCE FROM INDONESIAN EFL PRE-SERVICE AND IN-SERVICE TEACHERS

Language Assessment Literacy (LAL) for teachers is a pivotal content area which teachers must have for their prefessional development. Despite increasing interest in language assessment, research focusing on LAL of pre-service and in-service teachers, especially in Indonesian EFL context, has yet to receive due attention. Nevertheless, understanding pre-service and in-service teachers’ literacy of classroom assessment is essential for the quality of classroom assessment practice, hence the improvement of language learning and teaching. This study aimed to investigate Indonesian EFL pre-service and in-service teachers’ literacy of classroom assessment. Using a quantitative approach with ex-post facto research design, this study examined the extent of assessment literacy among EFL pre-service and in-service teachers. Participants were 60 English department students who have done teaching practicum courses and 41 in-service teachers in the Indonesian province of East Java. The finding revealed that the pre-service and in-service teachers perceived a moderate level of assessment literacy. Further, the two groups of participants demonstrated a statistically significant difference in overall assessment literacy, as well as in two of its dimensions, namely administering and scoring assessment results and alternative assessment. The findings of this study could shed light to the understanding of EFL pre-service and in-service teachers’ literacy of classroom assessment.

The Effect of Mobile Application Usage on Dialect Perception

The extent of mobile application usage roles in language dialect retention has roused curiosity and called for research. The fast-paced world that we are living in today has resulted in many effects with regard to the use and retention of a subject including how dialects are used. This concept paper talks in general about the significance and effect of using mobile applications on dialect and language. The use of mobile applications in most cases has become a very handy tool for every business. We have to admit that it is a time-saving, financial, and information-sharing system that makes things go faster and travel more efficiently. The study of mobile application in many parts of the world involves the use of qualitative and quantitative methods so that more accurate and scientific results can be extracted. Our goal is to look at the impact and importance of using mobile applications to retain the dialect used in particular and the use of language in general. The findings of the study have brought us to two conditions with good and bad consequences on the use of both dialect and language. The vast education system that we have in particular has demonstrated the significant use of mobile applications. As everything requires a very efficient and efficacious financial system its significant is irefutable. The results shown here will boost the improvement in language learning and dialect retention via a multitude of mobile applications. The use of both methods in carrying out mobile application review have been getting some very good responses.

The Efficiency of Using Pictures in Teaching Speaking Skills of Non-native Arabic Beginner Students

Communication remains one of the ultimate objectives of learning any language. Speaking is one of the most basic language skills that should be well mastered by foreign language learners. It is considered one of the most complex aspects of language learning, especially for beginners. The use of pictures in language has been accredited to immense success and improvement in language learning. Therefore, this study aims at investigating the effectiveness of using “picture media” in improving the speaking skills of a group of 20 Indonesian, non-native Arabic speakers. In order to collect data, a combination of two methods was used namely, observation and a questionnaire designed for the purpose of examining the effectiveness of using pictures as a teaching aid. The findings of this study confirmed that picture media is an indispensable component in improving Arabic speaking skills immensely. The analysis revealed that the subjects of this study reported better results after pictures use.

The creation of digital artefacts as a mechanism to engage students in studying literature

AbstractThe aim of the project was to motivate school students to learn about the national literature of their own and others’ countries. Engagement was fostered via the creation of digital artefacts (or “e‐artefacts”) such as online comic strips, live videos or animations. The pedagogical rationale was based on Papert’s constructionism and Bloom’s revised taxonomy. Participatory action research put school teachers at the centre of the research process. School teachers from five schools (Croatia, Denmark, Poland, Sweden and the UK) chose their own pedagogical approaches for classroom activities. Data on how teachers viewed the use of e‐artefacts in their classroom practice were gathered using focus groups. Teachers in all five schools identified the same process for relating texts to activities: involving a close reading of the text, collaborative formatting for the e‐artefact, and points for reflection and discussion. Students and staff were not only more excited with studying the literature, learners also showed improvement in language learning. Teachers also reported that specific students showed noticeable increases in self‐efficacy and classroom participation. By providing alternative means for students to excel and show competencies beyond academic capabilities, more students feel included and valued. Furthermore, the process of creating e‐artefacts demanded greater reflection from students, which was a result of greater engagement with the materials. Finally, including the creation of e‐artefacts in the curriculum, while maintaining more traditional approaches, offers a more inclusive and rewarding provision of learning for both students and staff.

Finnish Centre of Excellence in interdisciplinary music research, Finland.

The Finnish Centre of Excellence is an interdisciplinary research consortium funded by the Academy of Finland (2008 -2013) that explores the relationships between physical, perceptual, emotional, and social aspects of musical engagement. The research themes of the Centre consist broadly of emotions, movement, rehabilitation, and learning, all with respect to music. Within these topic areas, particular emphasis is given to perception of musical elements such as rhythm, melody, and timbre (including their neural representations); improvement of language learning; effectiveness of music therapy and various music interventions; development of computational analysis tools for music research; aesthetic experi- ences of music; music-induced movement (including rhythmic synchronization); emotion expression; and motor communication.Supplemental materials: http://dx.doi.org/10.1037/a0031008.suppAim of the CentreThe Finnish Centre of Excellence is an interdisciplinary re- search consortium funded by the Academy of Finland (2008 - 2013) that explores the relationships between physical, perceptual, emotional, and social aspects of musical engagement. The research themes of the Centre consist broadly of emotions, movement, rehabilitation, and learning, all with respect to music. Within these topic areas, particular emphasis is given to perception of musical elements such as rhythm, melody, and timbre (including their neural representations); improvement of language learning; effec- tiveness of music therapy and various music interventions; devel- opment of computational analysis tools for music research; aes- thetic experiences of music; music-induced movement (including rhythmic synchronization); emotion expression; and motor com- munication.The aim of the Centre is to achieve a critical mass of expertise that is able to combine different methods, approaches, and disci- plines in tackling the central research themes. The Centre com- bines theoretical backgrounds and methods from the fields and subfields of musicology, music therapy, psychology, movement science, music information retrieval, and cognitive neuroscience. The scope of methods used in the Centre is also wide and includes computational music analysis, behavioral experimentation, optical motion capture, various neuroimaging techniques, and longitudinal studies.Main Scientific ContributionsDuring the past 4 years, the Centre has produced 280 publica- tions, including 250 articles in refereed international publications. The publication forums include journals such as Brain, Cortex, British Journal of Psychiatry, Journal of Cognitive Neuroscience, NeuroImage, Neuropsychologia, Music Perception, PLoS One, PNAS, Psychology of Music, and Psychomusicology: Music, Mind & Brain. This prolific publication activity has also been docu- mented in a recent bibliographical study on articles published in Music Perception (Tirovolas & Levitin &, 2011), which ranked Finland as the most productive country per capita in this journal, largely driven by members of the Centre. The most important research findings so far include the following: (1) regular music listening enhances recovery from stroke (Sarkamo et al., 2008); (2) music therapy alleviates depression (Erkkila et al., 2011); (3) infants are predisposed to move to the rhythm of music (Zentner & Eerola, 2010); (4) dance moves reveal personality traits (Luck, Saarikallio, Burger, Thompson, & Toiviainen, 2010); (5) first documented case of a new form of amusia, beat deafness (Phillips- Silver et al., 2011); (6) musical aptitude and training is linked to better second-language linguistic abilities (Milovanov & Tervani- emi, 2011); (7) brain encoding differs between sad and happy music as well as between instrumental music and songs (Brattico et al., 2011).The most important methodological innovations to date include the following: (1) a new functional Magnetic Resonance Imaging (fMRI) paradigm for studying neural correlates in a naturalistic listening condition (Alluri et al. …

‘But why do I have to take this class?’ The mandatory drama-ESL class and multiliteracies pedagogy

This article seeks to understand the role of drama pedagogy in second/additional language learning with data drawn from a school-based ethnographic study of English language learners taking a drama-English as a Second Language (ESL) course. Being aware that all drama teaching does not automatically lead into improvement in language learning, it carefully explores the experiences of a group of English language learners taking a mandatory drama-ESL class after having passed a proficiency exam. Drawing from her data and from theoretical work in drama education, second language education and postcolonial discourse, the author proceeds to examine two aspects of multiliteracies pedagogy: situated practice and multimodality. One key finding is that, despite initial resistance from the majority of the English language learners about taking this mandatory class, the drama pedagogy used in this classroom drew on students’ personal and cultural experiences in the creation of identity texts and thereby provided room for a situated practice as well as multimodal representations of meaning. This process of creating performance-based identity texts, the author argues, cognitively engaged students, provided room for identity investment and, therefore, despite initial challenges, helped many students with their linguistic and social performances.