Improve Language Skills Research Articles

Effectiveness of the Task-Based Language Teaching Method in Improving Foreign Language Writing Skills

Background. Foreign language teaching has experienced a shift towards a more task-oriented approach to improving language skills. However, not much research has explored the effectiveness of the Task-Based Language Teaching method in the world of physical education, foreign language education, and elementary school teacher education. For this reason, the Task-Based Language Teaching method is used as a solution to improve the skills of students in physical education, foreign language education and elementary school teacher education. Purpose. This research aims to evaluate the effectiveness of the Task-Based Language Teaching method in improving students' language skills in three different fields of study. Method. This research uses a quantitative approach with a pre-post test experimental design. Results. The results of this study indicate that there was an increase in language skills in the experimental group who received training using the Task-Based Language Teaching method compared to the control group. Physical education students showed improvements in speaking and writing skills, while foreign language education and elementary school teacher education students showed improvements in listening and speaking abilities. Conclusion. The conclusion of this research shows that the Task-Based Language Teaching method is effective in improving students' language skills in various fields of study, including physical education, foreign language education, and elementary school teacher education. Implementation of the Task-Based Language Teaching method can be an effective alternative in enriching language teaching, improving communication skills, and providing a more contextual and relevant learning experience for students.

Storytelling as an Educational Tool to Improve Language Acquisition: A Review of the Literature

Storytelling is a well-established means of social interaction, and a wealth of studies has shown its effectiveness as a teaching technique for improving language skills in first (L1) and second (L2) language development, regardless of the age or background of the learners. Furthermore, it is said that storytelling is a more effective method of teaching languages than traditional teaching materials like textbooks. Research generally suggests that the reason storytelling works so well is because it is entertaining, interesting, and very memorable. This makes students want to hear more stories and gets them talking, writing, and reading about them. However, the research that has already been done and published in the literature sometimes needs more detailed information on the techniques used to measure the effects of storytelling or the exact skills that are developed via its application. Furthermore, the vast majority of studies neglect to investigate any potential negative consequences of storytelling on language acquisition, leaving us with the impression that it is a teaching strategy that solely has beneficial impacts on learning a second language. The goal of this review of the literature is to provide a thorough overview of empirical research on the effects of storytelling on L2 language learning. It also seeks to contrast storytelling's efficacy with that of other instructional strategies. It also seeks to identify gaps in the current literature that need to be filled up by future studies. By looking at these questions, scholars and teachers will have a clearer understanding of the value of storytelling in language learning environments, which will help them improve as teachers.

An Investigation into English –Majored Sophomores’ Perceptions of English Movies to Improve Vocabulary at HUIT

In the technological era, educators and second/ foreign language educators have paid close attention to the use of media in English teaching and learning including watching movies, listening to music, watching films, and using other sorts of entertainment-related learning materials. However, little progress has been made in understanding the English language perspectives of HUIT majored sophomores about the benefits and limitations of using English movies to improve language skills. This study was conducted with 110 English language sophomores (n=110) and used the quantitative approach in order to investigate learners’ benefits and challenges regarding English movies with a focus on improving vocabulary. The instruments included the Likert-five scale questionnaire. The study's findings indicated that English movies contributed to students’ increasing the number of vocabulary and then learning was improved. Besides, findings also revealed that students have positive perceptions about the use of English films in their learning. The study also gives recommendations to teachers and learners about how to use English movies effectively.

Unsupervised Screen Exposure and Poor Language Development: A Scoping Review to Assess Current Evidence and Suggest Priorities for Research.

Screen exposure has both negative and positive effects on the level of language skills a child acquires. The purpose of this review is to address current literature on the possible relationship between unsupervised screen exposure and language development in children and to provide recommendations to caregivers regarding screen exposure of children, taking into consideration the possible effects. A scoping review was conducted using the PubMed/MEDLINE (Medical Literature Analysis and Retrieval System Online) database. A total of 590 articles were retrieved and considered for inclusion. Twenty-one articles were finally included and reviewed with an emphasis on language, communication, and executive skills as well as cognitive development. The negative effects of screen exposure for children outweigh the positive effects. The largest number of studies demonstrate that unsupervised screen exposure may negatively impact a child's language usage and cognitive and executive skills, disrupt playtime, and affect the quality of sleep. On the other hand, supervised screen use is associated with improved language skills. More evidence is needed on unsupervised exposure in children to new types of screens. As technology could play a significant role in schools in the future, additional research is required to create educational media for schoolchildren with specific guidelines.

Applying of English Teaching Materials based on HOTS to Support Students’ Understanding Concepts: Indonesia

This research aims to apply English teaching materials to improve students' understanding of concepts in the learning process at SMA Negeri 10 Pandeglang in English subjects. Students feel bored more quickly and are dissatisfied with conventional delivery of material or assignments. By applying English teaching materials based on Higher Order Thinking Skills (HOTS), students can improve their language skills from the material provided by the teacher. This research used qualitative methods with the type of research used namely a qualitative descriptive approach. The research was conducted at SMA Negeri 10 Pandenglang. The research subject is Class X. The data collection technique used triangulation techniques (observation, interviews and documentation). From the results of research that researcher has conducted, it shows that students are more enthusiastic about implementing HOTS-based English teaching materials. They also do not feel that the learning provided will feel monotonous. And students also want HOTS-based teaching materials to be applied to English subjects so that students don't feel bored when teachers provide materials that still use conventional methods and hope they can improve language skills in higher thinking processes.

Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups

The paper investigated how Reading Groups in Academic Libraries can contribute to increasing library users' interaction with literature and improving language skills. A case study was conducted with the inclusion of creative writing exercises in a reading group. This initiative took place during the winter semester of the 2022-2023 academic year and involved Library Science students at a Greek University. The focus of the reading community was Franz Kafka's The Metamorphosis, targeting 12 students who had completed the Literature course of the 5th semester and volunteered to participate. The meetings were conducted within the Academic Library environment, aiming to familiarise participants with significant works of World Literature. Educational methodologies were employed based on reader-response theories, particularly Rosenblatt's Transactional Model, to underscore the creative engagement inherent in contemporary readers' interpretation of literary texts. After the conclusion of the program, students were asked to share their thoughts and experiences through open-ended questionnaires. The purpose was to evaluate how participation in reading groups at the library helped improve their language and reading skills, as well as sparked a deeper interest in exploring classic literature further. It was found that the reading group in Academic Libraries played a significant role in cultivating reading and language skills to students, as well as changing their attitudes towards literature. This paper filled a notable gap in the literature, particularly within the Greek context, regarding the role of reading groups in Academic Libraries as a means of bolstering students' reading capabilities.

Significance of Proficiency in the English Language within the Realm of Education in Pakistan

This paper underscores the pivotal role of English language proficiency in the educational domain, shedding light on the challenges students face when expressing themselves in English within classroom settings. It emphasizes the profound impact that English proficiency exerts on students’ overall learning experiences and offers practical insights to enhance language skills. Recognizing effective communication as a cornerstone of success in contemporary society, the paper provides valuable tips for improving language skills, particularly in the context of spoken English. Mastering English is deemed essential for success in various professional fields, given its status as the global lingua franca. The article advocates for educational institutions to create conducive environments for developing students’ speaking abilities, crucial not only for career advancement but also for societal integration. In today’s interconnected world, English proficiency is a key asset for navigating the global landscape successfully. The ability to communicate effectively in English is not only a gateway to enhanced career opportunities but also facilitates integration into diverse societies. The paper concludes by reinforcing the fact that individuals with a strong command of the English language are warmly welcomed on a global scale, highlighting the enduring importance of English proficiency in our interconnected world.

UFPEL’S INTERNATIONALIZATION AT HOME

This paper builds on the concept of Internationalization at Home (IaH) to describe five initiatives implemented at the Universidade Federal de Pelotas (UFPel) from 2021 to 2022. Aligned with UFPel’s Strategic Plan for Internationalization (2018) and the institutional Language Policy (2020), these initiatives were conceived and implemented by the International Office’s Language Policy Team seeking to create an academic environment that promotes international and intercultural understanding. The work offers an analysis of the challenges and outcomes of these initiatives, drawing on both qualitative and quantitative data. The results highlight the impact of these initiatives in terms of improved language skills, enhanced academic literacy, and the integration of languages into curricula.Keywords: Linguistic Policy, Initiatives, Academic Practices

Methodological conditions of teaching Russian as a foreign language and their implementation at Kazan Innovation University named after V.G. Timiryasov

The article analyzes the implementation by teachers of Kazan Innovative University named after V.G. Timiryasov of methodological conditions for teaching foreign students Russian as a foreign language, evaluates the effectiveness of the implementation of these conditions in terms of students achieving different levels of proficiency in the Russian language. The methodological recommendations of leading experts in the field of RCT on the maximum allowable number of students in a group of 8 people are substantiated. The requirement is being considered that classes in a group should be conducted by two teachers at the same time (in the weekly schedule, both teachers work in a 50%/50% ratio. This helps to overcome the effect of «getting used» to the timbre of a foreign student’s voice, the pace of speech and the phonetic features of a native Russian speaker. Each teacher activates all types of speech activity in each lesson: speaking, writing, listening, reading and learning vocabulary and grammar. The use of various non-academic forms of improving language skills in teaching foreign students allows students to actively train speaking and listening skills, expand their horizons by getting acquainted with the surrounding foreign cultural reality outside the framework of academic classes. A fundamentally important methodological point is the «re-equipment» of study groups after foreign students have passed the test for a certain level of Russian language acquisition, depending on the results demonstrated by the students. An important condition for ensuring the effectiveness of RCT training is interaction with the parents of students. Kazan Innovative University named after V.G. Timiryasov, when organizing the teaching of Russian as a foreign language to foreign citizens in a remote format, focuses in this process on ensuring «live» communication with the teacher.

Speaking Challenges in Research Class of Non-English Student: A Case Study

The challenge of speaking effectively can stem from various factors, both psychological and practical. This study delves into the speaking challenges encountered by non-English-speaking students enrolled in the research class at the Postgraduate Program of IAI Al Qolam Malang. This is necessary whereas postgraduate students must present their papers and seek for journal articles for research. By conducting a qualitatite case study, the research seeks to uncover a holistic understanding of these challenges, exploring their multifaceted nature and implications. The findings aim to provide a foundation for informed pedagogical approaches, fostering improved language skills and communication in diverse academic settings. This research contributes to the broader discourse on language education, intercultural communication, and the adaptability of teaching methodologies in international educational contexts.

A Case Study on the Educational Effectiveness of Online English Content Using the Storytelling Learning Method: Focusing on Students’ Perceptions and Opinions

This is a case study designed to determine the educational effect of online English content using the Storytelling Learning Method (SLM). The study focused on the course Learning English through Film offered by a cyber university in Seoul. A survey was conducted among 1,024 students from 86 universities who participated in the course. The course was based on the film <i>A Dog’s Way Home</i> (Smith, 2019) and followed the story of the film for 15 weeks over a semester. At the end of the semester, a survey was carried out to assess the following: 1) satisfaction with the online English learning content and improvement of English skills, 2) the effectiveness of SLM, and 3) students’ perceptions of their English skill improvement. The survey results revealed that 76% of the students found the SLM to be effective, and 92% expressed their interest and active participation in the course. In addition, 80% of the students reported that the online classes were more helpful in learning English, with listening and understanding context identified as the most improved language skills. These findings support the effectiveness of strategically structured course content utilizing SLM in terms of enhancing students’ motivation to learn and their academic achievements.

The BENEFITS OF LITERATURE IN DEVELOPING TALENT AND SELF-CONFIDENCE FOR ENGLISH CLUB EXTRACULLICULAR STUDENTS IN HIGH SCHOOL LEVEL

This study investigates the benefits of literature on the talent development and self-confidence of high school students participating in extracurricular English Club. Literature, derived from the Sanskrit word 'shastra', serves as a guide and source of information and includes various forms such as drama, poetry, tales, and speeches. Recognizing the importance of literature in developing talents and self-confidence, this study examines the role of extracurricular English Club in creating a supportive environment for students. Extracurricular activities, including English Club, play an important role in the character and academic development of young people. In response to the growing importance of English proficiency, some educational institutions have introduced English extracurricular programs to showcase students' potential and interests. This study, conducted at MAN 1 Kota Malang, East Java, used a descriptive qualitative approach to assess the impact of English clubs on students' literacy skills, self-confidence and talent development. The results showed that the English club at MAN 1 Kota Malang focuses on improving students' English skills, especially speaking. Through speaking, poetry, storytelling and drama exercises, students develop their imagination, analytical ability and general communication skills. Literature-oriented exercises help students overcome shyness, fear of making mistakes, and anxiety, and improve self-esteem. The study concludes that incorporating literature into extracurricular activities not only improves language skills, but also contributes to the development of talent and self-confidence, which are crucial for future success.

Rewriting the Textbook: an investigation into students’ practices with creative composition in a Year 7 Latin class

Abstract This project investigated the effectiveness of a creative Latin composition exercise. Within this exercise, students built upon existing Latin textbook material, inserting their own character into an existing Cambridge Latin Course (CLC) story (CSCP, 1998). This form of exercise has links to more conventional prose composition exercises, but it also takes inspiration from exercises which use fanfiction to improve language skills (Bahoric and Swaggerty, 2015).

Exploring the Impact of E-Learning Strategies on Enhancing Workplace English Competence at an Open Distance E-Learning (ODeL) University in South Africa

This study explores the implementation of e-learning strategies to enhance workplace English competence. The focus is on a semester module that consists of approximately 10,000 first-year university students in an ODeL context in South Africa. The study’s objective was to collect data and contribute to the field of language learning in the workplace. Guided by the TPACK theory, the investigation employed qualitative research methods, incorporating open-ended evaluation questions and an observation schedule. The instruments allowed for a deep exploration of students’ perspectives and experiences with e-learning strategies, specifically their impact on workplace English competence. The results of the study highlighted the positive effects of e-learning strategies on enhancing workplace English competence. Participants reported improved language skills, increased confidence in communication, and an enhanced ability to meet workplace language requirements. In addition, the findings revealed the significance of interactive multimedia materials, collaborative learning activities, and personalised feedback as effective pedagogical approaches in the module. The contributions of this study lie in its exploration and validation of e-learning strategies for the enhancement of workplace English competence at a distance learning university.

ChatGPT and ELT: Exploring Teachers’ Voices

This study investigates the perceptions of English language teachers regarding the use of ChatGPT in English Language Teaching (ELT). The study aims to fill the research gap by exploring teachers' perspectives on the integration of ChatGPT as an instructional tool and its implications for ELT practices. Using a mixed methods approach, the study employed focus group discussions and an online survey to gather insights from a sample of 115 English language teachers in Metro Manila, Philippines. Findings revealed English language teachers’ perspectives on the use of ChatGPT in ELT including potential use of ChatGPT in ELT (e.g., integration for vocabulary expansion and writing practice and enhancing language fluency and communication), potential benefits of ChatGPT to English languge learners (e.g., translation and language comprehension support, conversational practice and language development, access to information and cultural understanding), and potential limitations of using ChatGPT in ELT (e.g., cheating and plagiarism, lack contextual understanding and nuance, reliability and accuracy of information). These findings shed light on teachers' perceptions of ChatGPT as a language teaching tool including ChatGPT’s integration into ELT, use of ChatGPT in writing activities, use of ChatGPT in improving language skills, and other benefits of using ChatGPT, including teachers' concerns regarding the authenticity of AI-generated content and the potential impact on language learning outcomes. The findings of this research contribute to the existing literature on the integration of AI technology in ELT and offer practical recommendations for educators seeking to leverage the potential of ChatGPT in language teaching. By giving voice to teachers' perspectives, this study underscores the importance of considering teachers' perceptions and experiences when incorporating emerging technologies like ChatGPT into the ELT classroom. Ultimately, this research aims to foster a deeper understanding of the complex dynamics between AI technology and language teaching, paving the way for informed decision-making and effective implementation in the field of ELT.

The investigation of application related to ChatGPT in foreign language learning

The integration of Chat Generative Pre-trained Transformer (ChatGPT) into the realm of education has garnered significant attention recently. Due to its capability of providing answers to inquiries, the feasibility of ChatGPTs implementation in education has been examined. This review explores the potential benefits of ChatGPT in foreign language learning. Initially, different methods used to research the ChatGPTs plausibility of improving language skills are shown. Furthermore, this review discusses some different application scenarios of ChatGPT, also presenting its drawbacks and limitations. Despite recognized concerns, the viability of ChatGPT as a valuable instrument for foreign language education remains substantiated. The technology exhibits promise in offering personalized and interactive language practice. While acknowledging potential pitfalls, the study underscores the need for further investigation to harness ChatGPT's potential optimally. By emphasizing ongoing research and development, this review envisions a future where ChatGPT contributes significantly to language education, underscoring the necessity for careful exploration of its evolving capabilities.

Fostering critical literacy in secondary education through short stories in English

The present study focused on the use of short stories as a pedagogical tool to cultivate critical literacy in secondary school students learning English as a foreign language, it was carried out in a public institution in Cúcuta, Norte de Santander, Colombia. Its main objective was to describe short stories as a pedagogical tool to foster critical literacy in the teaching of English. This qualitative research was based on the sociocritical paradigm with an inductive method and a spiral design, using participatory action approach. A lesson plan was developed and executed that strategically incorporated short stories, assessing their impact through observations in field notes, recordings, and focus group discussions. The results highlighted the advantages of short stories in education: as a powerful pedagogical resource to foster critical perspectives on social and cultural reality, and as a useful tool to improve linguistic aspects. The short stories also proved to be motivating, enriching English learning and promoting a meaningful educational experience. In summary, the study underlined the effectiveness of short stories in boosting critical literacy and improving language skills, advocating for the exploration of critical literacy practices throughout secondary education and their integration from primary education.

The role of multimedia technologies in teaching foreign languages in an international context

Relevance. The research on the impact of multimedia technologies on international educational environments is primarily driven by the constant change in pedagogical strategies and the improvement of technical equipment that accompanies the educational process.Purpose. The study aims to analyse the peculiarities of the use, role and effectiveness of multimedia technologies in modern education on the example of the experience of different countries.Methodology. The comparative and contrastive, pedagogical, analytical and synthetic methods were used in this study. Based on the analysis of various educational environments, the following conclusions were drawn phonetic competence was developed through animated videos, presentations, and video and audio applications, lexical skills were developed through presentations, games, video and audio materials, web applications, grammatical and syntactic competences required the use of audio and video materials.Results. Among the multimedia learning tools mentioned were applications: VLC Media Player, KMPlayer, GOM Player � for playing audio content, Moho, Boom Harmony, FlipaClip � for creating animations, Google Slides, Prezi, Microsoft PowerPoint � for creating presentations. In the international context, the most commonly used applications are Duolingo: Language Lessons, Babbel � Learn Languages, AnkiDroid Flashcards, Quizlet: AI-powered Flashcards, and Memrise: speak a new language. According to the American experience, the greatest impact of multimedia use was on the development of phonetic, grammatical, and lexical skills. From the point of view of the French experience, the highest level of growth was recorded in information comprehension skills, followed by vocabulary, writing skills and argumentation.Conclusions. Based on the Indian and Thai experience, it can be concluded that the growth in language skills was about 50%. This work can be used to analyse pedagogical experience in an international context, to build educational strategies for learning foreign languages through the use of multimedia, and to identify the main criteria that contribute to the improvement of language skills.

Enhancing Reading Skills in EFL Young Learners with Mild Intellectual Disabilities through Music Intervention

Children with Intellectual Disability (ID) often encounter challenges in developing crucial cognitive-linguistic functions, particularly reading comprehension skills. Moreover, music therapy has demonstrated effectiveness across diverse subjects and participant groups. Examining the existing literature on the influence of music therapy on the improvement of language skills among EFL young learners with mild intellectual disabilities in the Iranian context reveals a noticeable scarcity of research in this area. To address this gap, this study aims to investigate the influence of music on the reading comprehension abilities of Iranian EFL primary learners with mild intellectual disabilities using an experimental design. To this end, thirty-five participants were recruited from a special education institution. A two-way analysis of variance (ANOVA) was conducted to examine potential statistically significant differences between the control and experimental groups. The findings revealed a significant improvement in post-reading test scores among students in the experimental group compared to those in the control group. Moreover, no statistically significant differences emerged when analyzing the data based on gender and age stratifications. These results provide valuable insights for stakeholders, emphasizing the efficacy of incorporating music to enhance reading comprehension in children with mild intellectual disabilities.

Working memory program for improving language skills in older adults with mild neurocognitive disorders: A pilot study

Background: Older adults with mild neurocognitive disorders (mild NCD) have a higher risk of major NCD. Cognitive deterioration can cause a deficit in working memory and language. Recent studies have shown some involvement overlapping the brain structure of working memory and language skills. Therefore, working memory intervention effectively enhances language skills in mild NCD. However, more research on this topic in Thailand is required. Objectives: This study aimed to develop and implement a pilot study on a working memory program for improving language skills in older adults with mild NCD. Materials and methods: This study was a developmental research design with two phases. Phase one involved the development and examination of the content validity of the working memory program for improving language skills by five experts. Phase two involved piloting the program with three older adults with mild NCD. The participants were asked to provide suggestions about the clarity of content and images, language usage, font size, the comprehensibility of instructions in each activity, and the quality of audio files used to complement the program activities through semi-structured interviews. Descriptive statistics were employed to analyze the collected data. Results: The program comprised nine activities associated with the phonological loop, visual-spatial sketchpad, episodic buffer, and central executive tasks. The program’s content validity was evaluated by five experts, resulting in a content validity index of 0.94, meeting the established criteria. Among the pilot users, three participants meeting the specified criteria indicated their ability to use and practice the program at home effectively. While most participants agreed that the images were clear and the font size was appropriate, there were concerns regarding the clarity of the training process steps and instructions. Additionally, some participants encountered challenges in accessing audio files through quick response (QR) codes. Conclusion: In summary, the pilot study of the working memory program for improving language skills in older adults with mild NCD passed the content validity test and underwent revisions based on suggestions from the pilot users. Consequently, the program could enhance the language abilities of older adults with mild NCD. The next phase will investigate its effectiveness in improving language skills in older adults with mild NCD.