Interest In Language Learning Research Articles

The Influence of Internal and External Factors on Arabic Language Learning Interest among Arabic Language Education Students

Arabic language learning in the Arabic Language Education program at State Islamic University Sultan Aji Muhammad Idris Samarinda faces diverse challenges due to varying student interests. Interest, defined as attention and pleasure towards learning, is influenced by internal and external factors. The study aimed to assess these factors' impact on student interest. Employing quantitative methods, the research used multiple linear regression analysis on a sample of 75 third-semester students, utilizing observation, interviews, surveys, questionnaires, and documentation. Results revealed significant positive influence of internal factors on student interest (t-value = 3.385 > 1.993), while external factors exhibited significant, partially positive impact (t-value = -2.294 > 0.432) with some negative effects. Findings emphasize the need for students to recalibrate their intent and determination in Arabic language learning. They should also address external influences to maintain interest during their academic journey.

Study of the level of development of intercultural communication among foreign students of medical specialties at Khoja Ahmet Yassavi International Kazakh-Turkish University

Relevance. Intercultural communicative competence is a priority component of the process of learning a foreign language. At the moment, the question of improving the quality of such skills among foreign students is relevant. This is due to the fact that their ability and success in using a foreign language during education depends on the level of development of their multicultural communicative competence.Purpose. Therefore, the aim of the scientific work was to evaluate the results of the dissemination of knowledge about Kazakh culture, traditions and customs in Kazakh language classes among foreign students.Methodology. The article uses various methods of scientific research, in particular, analysis, synthesis, survey.Results. As a result, it was possible to characterize the level of intercultural communication of first-year foreign medical students who attended additional Kazakh language classes at Khoja Ahmet Yassawi International Kazakh-Turkish University. It was established that their indicators were quite high. It was proven that such approach could stimulate students' interest in language learning and development of their competence. In addition, the development and spread of intercultural competence among students is positively reflected not only on their educational and professional activities, but also on personal development.Conclusions. This indicates that such a vector contributes to the development of a successful educational environment in a higher educational institution. The practical value of the work lies in the fact that its results can be used in the formation of methodological materials for training foreign students and developing their knowledge of the Kazakh language.

From boredom to excitement: unleashing motivation with Kahoot in English language learning

The advent of digital games in language classrooms has ushered in a new era of interactive and dynamic learning experiences. Among these platforms, Kahoot stands out as an engaging and entertaining gaming platform, capturing the attention of both instructors and students. Despite the previous studies on the impact of Kahoot on language learning motivation, they have predominantly focused on assessing the effects of Kahoot before and after instruction overlooking direct comparisons with traditional instructional methods. Consequently, the present study utilized a quasi-experimental research design, and participants were divided into two groups: an experimental group that received instruction using Kahoot, and a control group that followed traditional instructional methods. This research design allowed for a direct comparison of the impact of Kahoot on students’ motivation to learn the language. The results revealed a significant positive impact of Kahoot on students’ motivation to learn English. The students perceived Kahoot as engaging and enjoyable, resulting in heightened enthusiasm and interest in language learning. These findings highlight the transformative potential of Kahoot as a catalyst for enhancing language learning motivation. Integrating Kahoot and other innovative online platforms into EFL instruction can create dynamic, interactive learning environments that foster student engagement and motivation.

Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education

This research investigates the psychological aspects influencing student engagement with Mobile-Assisted Language Learning (MALL) in English language education. The study contributes to a deeper understanding of the role that students' attitudes, personalities, expectations, and motivations play in shaping their learning experiences. The research employs a narrative inquiry approach coupled with semi-structured focus group interviews. A purposive sampling method based on individual factors such as gender, age, and culture was used to select participants from Universitas Borneo Tarakan. The qualitative analysis identified key themes and patterns from the students' narratives about their MALL experiences. The findings reveal that positive attitudes towards MALL, genuine interest in language learning, and high expectations significantly enhance student motivation and active participation in MALL activities. Furthermore, robust institutional support emerged as crucial for the successful implementation of MALL programs. These insights suggest that by understanding these psychological dimensions and ensuring adequate institutional support, educators can improve students' experiences with MALL. It has implications for fostering enhanced engagement and success in language learning.

Increasing inclusion and engagement in foreign language learning

Multilingual digital storytelling (MDST) widens the interfaces between learner engagement, creativity and digital literacy, resulting as particularly beneficial for foreign language classes. However, thus far, little research has been conducted on MDST involving students with special educational needs. This report presents a pilot study of a nine-hour-workshop conducted with eight children aged 8 to 11, two with severe dyslexia and two with mild intellectual disability; among these, two were bilingual. The digital tool used for the workshop was Cos paces Edu, a VR-based program that allows students to create virtual environments that can be explored using cardboard headsets. Engagement in the activity, self-efficacy and interest in language learning were measured by means of a questionnaire adapted from Ahmad and Yamat (2020) which was administered at the beginning and at the end of the course. Results showed increase in all areas and more positive feelings related to foreign language learning after the MDST activity.

The Use of Duolingo Application to Enhance Junior High School Students’ Speaking ability

The study explored the use of the Duolingo application in junior high school language education to improve speaking ability. The research used a quasi-experimental design, dividing students into two groups: one receiving traditional instruction and the other using Duolingo as a supplementary tool. Data was collected through speaking assessments, student surveys, and classroom observations. The results showed a significant improvement in speaking ability among the Duolingo group compared to the traditional instruction group. The application's interactive features, gamified elements, and accessibility make it an engaging and effective learning experience. Student feedback also indicated increased motivation and interest in language learning. The study highlighted the potential of integrating Duolingo into language education and its implications for curriculum design, technology role in language learning, and addressing diverse learning styles. It provides valuable insights into the effectiveness of using Duolingo as a supplementary tool for enhancing speaking ability in junior high school language education. Further research is recommended to explore the long-term impact and scalability of Duolingo in diverse educational settings.

Developing EFL Vocabulary Through Flashcards at Secondary Level in District Sahiwal, Pakistan

This paper attempts to enhance EFL vocabulary through flashcards at the secondary level in District Sahiwal. This research aims to show how flashcards help students to enhance their EFL vocabulary at the secondary level. For this purpose, classroom action research is used as a research methodology that includes planning, acting, observation, and reflection. It is quantitative research. Data has been collected from 10 students at a government school in Sahiwal that consists of one pre-test and two post-tests as series 1 and series 2. The mean score is applied to analyze data. From the findings, the mean result of the pre-test is 24.8 which consists of the traditional method. After applying flashcards, the result of post-test series 1 is 33.9, and series 2 is 43.9. The results conclude that by using flashcards learners took more interest in language learning. The result of post-test series 2 is higher than series 1 and the pretest. It shows that flashcards help learners to improve their EFL vocabulary.

INTERACTIVE TECHNOLOGIES OF SITUATION MODELING AND PROCESSING OF DISCUSSION QUESTIONS IN THE PROCESS OF STUDYING A FOREIGN LANGUAGE

The theoretical foundations of interactive learning, in particular, the peculiarities of the definition of the concepts “interactive learning” and “interactive technology” are examined in the article, the classification of interactive learning technologies is carried out, the stages of development of interactive learning technologies and the criteria for the effectiveness of their application in the educational process are determined. It was found that interactive learning is an organized interaction of education seekers among themselves and the teacher with the learners, which ensures immersion in the work with a certain level of activity of all its participants and contributes to the intensification of communication in the educational process. The author emphasizes that the leading principles of this type of education are: the principle of dialogical interaction, the principle of cooperation and cooperation, the principle of game or training organization of the educational process. The article analyzes such interactive technologies of situational modeling as: role play, language games, dramatization, song-exercises or song-games, the use of which in the process of learning a foreign language improves attention, creativity, memorization processes of learners, increases interest in language learning, stimulates exciting atmosphere of the educational process, activates speech activity, etc. The article also provides examples of the use of role-playing games, puzzle games, lexical, phonetic, spelling and grammar games, game situations for the development of skills and communication skills in a foreign language. Among the interactive technologies, the technology for working out debatable issues, such as the press method, was determined to be effective; change of position; taking a position for or against, the application of which contributes to the search and cognitive activity of the applicants, the development of their self-realization, the disclosure of their creative potential, etc. Examples of the use in foreign language lessons of such interactive technologies for processing debatable issues as verbal duels and discussions in mini-groups are given, the use of which can vary from a simple discussion of a problem to a press conference on specific problems, from role-playing and group games to defending projects.

Development of Students' Language Learning Interest in Experience-based College English Teaching

Development of Students' Language Learning Interest in Experience-based College English Teaching

“That Was Amazing!” A Two-Study Perspective on Language Classroom Experiences Through the Lens of Psychological “Flow”

The construct of psychological flow bridges several areas of second language learning interest, including motivation, investment, self-efficacy, and autonomy. Flow, characterized by intense focus on an enjoyable activity that is at once challenging and accessible, creates conditions that have been linked to learning. Research interest in flow has grown, but the L2 research remains scarce and exploratory. This paper, which uses a two-study format, proposes and tests a new category coding scheme designed to explain which activities generate language-class flow. In Study A, third- and fourth-semester learners of Spanish, French, Italian, and German (N = 82) described their most flow-generating language-class experiences on an online questionnaire. In Study B, first- through fourth-semester students of Spanish (N = 588) did the same. The responses were coded to one category in each of four contrasting category pairs. Parallel analyses were conducted for each study, and within each study counts and chi-square tests were performed separately on each category pair. The results of both studies showed statistically significant contrasts within all four category pairs, and revealed that student-centered, open-ended, authentic, and non-competitive activities were more likely to generate flow than their opposites (i.e., teacher-centered, closed-ended, inauthentic, and competitive activities). Pedagogical implications and directions for future research are discussed based on these results.

Using Digital Storytelling to Reduce Demotivation during Covid-19 Pandemic: A Conceptual Study

It has been argued that demotivation can negatively affect learners’ interests in language learning. Thus, teaching strategies need to be performed in order to prevent or overcome demotivation. In this regard, using technology improves learners’ motivation and reduces demotivation. As a part of technology integration into language classrooms, digital storytelling can be one of the strategies taken to reduce learners’ demotivation. The present study is a conceptual study that aims to describe the potential benefits of integrating digital storytelling in EFL classrooms in trying times such as the Covid-19 pandemic. Besides discussing the merits of technology integration, especially digital storytelling in language classrooms, the present study will suggest strategies to integrate digital storytelling to increase motivation and decrease demotivation. The present study may merit educators and researchers interested in the discussions about using technology to minimize demotivation during challenging times such as the Covid-19 pandemic.

Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA

The positive psychology movement (Seligman, 1998) has contributed to the proclamation of a positive turn in second language acquisition (SLA) (MacIntyre et al., 2016). Within the context of individual differences, self-efficacy (Bandura, 1997), an individual’s judgment of their capability to achieve goals, has gained particular interest in language learning (e.g., Lake, 2013). The present study meta-analyzes a body of research that has investigated the relationship between second language (L2) self-efficacy and L2 achievement by exploring 1) reporting practices in this domain, 2) the strength and direction of the relationship, and 3) the effects of moderator variables on the self-efficacy-achievement link. A comprehensive literature search uncovered 37 studies, which contributed to a total of 40 independent samples (N = 23,050). The average observed effect in the sample was r = .46. A moderator analysis showed systematic variations in the effect size for learners’ first language, target language, proficiency level, and both self-efficacy and achievement type. We discuss our findings with respect to theoretical constructs and methodological practices and suggest implications for L2 pedagogy and future research into self-efficacy in SLA.

Serious game designed as a support tool for lexicology

Serious games (SG), which are part of digital game-based language learning (DGBLL), can be perspective in game-based learning and teaching support. DGBLL has been one of the fastest-growing areas of interest in language learning in recent years. This paper describes a study of prepositions, an SG designed for participants of the 3rd year of lower primary school stages in Slovakia to improve their use of prepositions on a sample of participants (n = 30). The aim of this paper is to perform the user acceptance test and analyzing of user satisfaction with this designed SG. A secondary goal is to classify the degree to which English prepositions were problematic for participants. The results and conclusions have been summarized and graphically visualized.

Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China

ABSTRACT While L2 grit has been increasingly related to language learning outcomes, scant attention has been dedicated to the investigation of the antecedents of L2 grit. To partially address the issue, the present multicultural study models the relationships among L2 grit, academic buoyancy, and self-efficacy. A total of 824 English as a Foreign Language (EFL) students from Iran and China completed three questionnaires. A hypothesised model of the interrelationship among variables was tested using Mplus. According to the final model, L2 grit was significantly influenced by learners’ academic buoyancy and self-efficacy. The findings imply that efficacious and buoyant students are more likely to be gritty, and to cultivate L2 grit, the teachers should encourage efficacious and buoyant EFL learners by attending to students’ emotional and motivational drives instead of merely cognitive ones. To sustain efforts and interests in language learning, L2 learners need to be more oriented towards belief in personal competencies, positive acceptance of academic life, and autonomy in overcoming difficulties in learning an L2. The findings implied that language teachers might need to better capitalise on learners’ self-efficacy and academic buoyancy in order to assist them in improving their L2 grit. Finally, suggestions for future research are offered.

Preparing teachers of Early Childhood Education to teach a foreign language: the PEPELINO portfolio in practice

Teaching a foreign language at pre-primary level has been officially introduced in Poland in 2015 as a follow-up to European policy guidelines (European Commission 2011b). Teachers are agents of any language policy as it is them who have to warrant its implementation through pedagogical practice. While most of the studies conducted on policy implementation focus on teacher beliefs and multilingual practices (e.g., Haukås 2016; Lundberg 2019), the following paper concentrates on implementing European language policy guidelines in respect of early foreign language education and pluralistic approaches. It describes a quantitative study of early education in-service teachers who attended a 3-semester preparation course for language teaching. The data analysis revealed that ‘supporting the linguistic development of children with other first languages than Polish’ gained the least support among the respondents, despite a significant course module devoted to this issue. Therefore, the conclusion can be drawn that the teachers will be able to raise interest in language learning by very young learners, by drawing on their experience as Early Childhood Educators, yet it will be difficult to foster plurilingualism and attitudes of intercultural interest by teachers who often lack intercultural experience and plurilingual awareness themselves.

‘Butter Balla Here!’: The Functions of Humor in Primary English Classrooms in Korea

The use of humor has been a controversial research topic in language classrooms. Humor is pervasive; however, the functions of humor in primary English-as-a-foreign-language (EFL) classrooms is under-investigated. To analyze the distinct features of humor, this study explores the specific functions of humor in primary English teaching classrooms in South Korea. The data set included thirty 40-minute English lessons videotaped in 2019 and semi-structured interviews with three teachers. Data were analyzed by identifying humor sequences, transcribing these classroom sessions and interviews, coding recurrent themes, and sorting representative excerpts. As a result, psychological, social, and behavioral functions of humor were conceptualized. The findings showed that humor (i) mitigated learners’ anxiety and aroused interest in language learning, (ii) reinforced constructive teacher-learner relationships and enabled camaraderie between learners, and (iii) regulated student behavior or rationalized learners’ listening incomprehension. Pedagogical implications are also discussed regarding ways to use and respond to humor in language classrooms.

Using Expectancy Value Theory to understand motivation, persistence, and achievement in university‐level foreign language learning

AbstractMost students take language courses at university, but only a fraction go beyond the introductory and intermediate levels despite the fact that continued study is likely necessary to achieve full communicative competence in the target language. By shedding light on the motivational pathways that predict language learning effort, persistence, and achievement, motivation research can provide actionable data that can guide strategies to help students generate and maintain motivation, leading to better learning outcomes and a stronger and healthier language program for educators and administrators. This survey‐based study applied Expectancy Value Theory to understand links between motivation, persistence, and achievement in a fourth‐semester Spanish course, a critical transition point in the language curriculum. Expectancy Value Theory subcomponents showed differential relationships to willingness to communicate, enrollment choices, and final course grade. Based on this data, suggestions are offered for supporting university students' language learning interest and achievement.

Using a Situated Learning –based Strategy to Develop Some Critical Thinking Skills and Enhance English Language Learning Interest at Preparatory Stage Pupils

The research aimed at investigating the effect of using a situated learning –based strategy to develop some critical thinking skills and enhance English language learning interest at preparatory stage pupils. The research employed a one group pre-posttest design. Subjects were (30) female second year preparatory school pupils at Assuit City. The experiment lasted for one academic semester. Tools of the research included: (1) a situated learning- based strategy guide, (2) a critical thinking skills checklist, (3) a critical thinking sub-skills test and (4) an English language learning interest questionnaire. Paired Samples t test was used to reveal significance of differences between means of scores of the study group in the pre and the post implementation of the Critical Thinking Sub- Skills Test and the English Language Learning Interest Questionnaire. Analysis of data indicated significantly better post gains. The research concluded that the proposed situated learning- based strategy guide had a positive effect in developing critical thinking skills and enhancing English language learning interest at preparatory stage pupils.

Psychological features of studying a foreign language for professional purposes

The article considers the issue of taking into account the psychological characteristics of students in the study of a foreign language for professional purposes. It was analyzed the methodological aspects of taking into account psychological features in teaching a foreign language. Emphasis is placed on the need and importance of taking into account the psychological characteristics of students in the process of learning a foreign language for professional purposes. The main psychological factors of learning a foreign language are identified. Among the main psychological factors are: motivation and interest in language learning, temperament, memory, ability to learn languages, language barrier. Motivation is a major factor in language learning. Only the motivation to succeed can bring results in language learning. Psychological comfort in the classroom is a way to realize their importance in society, trying to get the most information for successful self-development. Under the condition of complete psychological comfort, the intensive development of mental processes and imagination, the improvement of memory, and the ability to communicate begin. Activating memorization processes also plays an important role in foreign language learning. The human brain is a complex mechanism and the main indicator of its efficiency is attention. If attention is reduced, a person can hardly concentrate. The article states that the success of learning a foreign language is determined by a combination of factors: motivational, emotional, cognitive, linguistic, psychophysiological and interactive. This means that the psychological aspects of learning a foreign language determine not only the goals and objectives of teaching, motivation, interest of students, but also the methods and approaches to learning. Emphasis is placed on the need to constantly search for new opportunities and ways to form and improve methods of learning a foreign language for professional purposes. The leading idea of the article is that taking into account the psychological, pedagogical and individual characteristics of students in the study of a foreign language for professional purposes allows to introduce new technologies into the educational process, increase learning efficiency, develop language skills and competencies, develop creative abilities, increase independent and extracurricular activities.

Exploring pre-service language teachers’ mindsets using a sorting activity

ABSTRACT Researching mindsets has become a topic of considerable interest in language learning. However, the majority of studies tend to focus on learners and their mindsets, with very little research examining the mindsets of teachers, either in-service or pre-service. Yet, teachers' mindset beliefs about their competences as educators are likely to be fundamental to their willingness to engage in professional development and how they cope with challenges. In this study, we addressed two research questions: 1. What are pre-service teachers' mindsets about diverse language teaching competences? 2. In what ways do pre-service teachers explain their mindset beliefs about language teaching? Data were collected from 12 pre-service language teachers in Austria and Norway using two semi-structured interviews, a short background questionnaire, and a sorting task prior to the second interview. During the sorting task, the teachers arranged statements along a continuum and were asked in the following interview to explain their sorting. The findings revealed a set of interrelated beliefs best thought of as a system including beliefs beyond malleability. There was no evidence of categorical mindset beliefs but more orientations towards a particular perspective. The study raises important questions for research methodologies using binary dichotomies and single-point data collection tools.