English Language Acquisition Research Articles

The Digital Transformation of College English Classroom: Application of Artificial Intelligence and Data Science

A major step forward in educational technology is the application of Data Science additionally Artificial Intelligence (AI) into undergraduate English courses. Improving teaching approaches and student involvement in the context of English language acquisition is an important issue that this study seeks to address. Even though there have been great strides in educational technology, conventional English classes still have a hard time meeting the demands of their different student bodies and offering individualized lessons. This is a major problem that prevents English language training from being effective, according to the material that is already available. In this study, we provide an approach to this issue called English Smart Classroom Teaching with the Internet of Things (ESCT-IoT). Utilizing data science techniques, artificial intelligence (AI) algorithms, and Internet of Things (IoT) sensors, ESCT-IoT intends to provide a personalized learning environment that is both immersive and adaptable. The fuzzy hierarchical evaluation technique is used to determine the assessment's final result, which measures the smart classroom's instructional impact. To overcome the limitations of conventional education, ESCT-IoT gathers and analyses data in real time to give adaptive material, individualized feedback, and learning suggestions. There are noticeable benefits as compared to traditional methods of instruction when it comes to evaluation metrics like student engagement, learning outcomes, and teacher satisfaction. Furthermore, ESCT-IoT is excellent in encouraging active learning, improving language fluency, and boosting overall academic achievement, according to qualitative comments from both students and teachers.

Application of Frbf Network Autonomous Learning Algorithm Based on Intrinsic Motivation in English Network Teaching

An autonomous learning algorithm based on intrinsic motivation represents a cutting-edge approach to network teaching in English education. By harnessing intrinsic motivation, this algorithm empowers learners to autonomously engage with English language materials and activities, driven by their innate curiosity and desire for mastery. Through a combination of personalized learning pathways, adaptive feedback mechanisms, and gamified elements, the algorithm fosters a sense of ownership and agency in learners, leading to more effective and enjoyable learning experiences. Learners are encouraged to explore, experiment, and persist in their learning journey, guided by their intrinsic drive to understand and communicate in English. This paper introduces an innovative application of the FRBF network autonomous learning algorithm, grounded in intrinsic motivation principles, in the domain of English network teaching, further enhanced by the LogRegression Federated Radial Basic Function (LogR-FRBF). This approach leverages intrinsic motivation to foster autonomous learning behaviors among students, encouraging active engagement and exploration in English language acquisition. The LogR-FRBF model facilitates personalized learning pathways by integrating federated learning techniques with radial basic functions, enabling adaptive and context-aware recommendations tailored to individual learner needs and preferences. Through simulated experiments and empirical validations, the efficacy of the proposed framework is assessed, with promising results. The LogR-FRBF autonomous learning algorithm demonstrates superior performance in English network teaching, achieving higher levels of learner engagement, proficiency, and satisfaction compared to traditional methods. The LogR-FRBF autonomous learning algorithm demonstrated remarkable performance, achieving an average proficiency improvement of 25% among students compared to conventional teaching methods. Moreover, learner engagement levels increased by 30%, indicating heightened interest and participation in English language learning activities. Additionally, satisfaction surveys revealed a significant positive impact, with 90% of students expressing higher levels of satisfaction with the LogR-FRBF-enhanced autonomous learning experience. The LogR-FRBF autonomous learning algorithm demonstrated remarkable performance, achieving an average proficiency improvement of 25% among students compared to conventional teaching methods. Moreover, learner engagement levels increased by 30%, indicating heightened interest and participation in English language learning activities. Additionally, satisfaction surveys revealed a significant positive impact, with 90% of students expressing higher levels of satisfaction with the LogR-FRBF-enhanced autonomous learning experience.

The Influence of Family Education on Primary School Students’ English Speaking

English, as a globally prevalent language for communication, holds significance in various spheres of life. Language acquisition, contingent on the linguistic milieu, especially in the sociocultural context, is profoundly influenced by familial factors. Both domestic and international studies have underscored the considerable impact of family background on students' English language acquisition. This paper aims to delve into the influence of family background on English language acquisition, with a specific focus on three pivotal aspects: family circumstances, parental cultural competence, and the home environment. This examination aims to provide readers with a comprehensive insight into the pivotal role that family background plays in shaping linguistic proficiency. Research findings underscore that family circumstances, encompassing socioeconomic status and access to educational resources, exert a significant influence on English language acquisition. Furthermore, parental cultural competence, which encompasses their educational attainment and exposure to the English language and culture, assumes a crucial role in this process. In addition, the familial atmosphere, inclusive of parental involvement, encouragement, and support, significantly impacts children's motivation and attitude toward English language learning. To optimize language acquisition, it is imperative for families to acknowledge the importance of their background and actively engage in efficacious educational practices. Recommendations encompass creating an English-rich environment within the home, exposing children to diverse English learning resources, nurturing a positive disposition toward learning, and encouraging regular English practice and communication.

FACILITATING ENGLISH LANGUAGE ACQUISITION PROCESS THROUGH TECHNOLOGY CLUBS

English language acquisition can be significantly enhanced through technology clubs, offering learners a relaxed environment distinct from traditional classrooms. These clubs facilitate subconscious language acquisition, promoting immersion and natural communication. By embracing technology, learners access a wealth of resources independently, expanding vocabulary and usage while encouraging informal interaction. Technology clubs foster active engagement, allowing learners to express themselves freely. This paper examines the role of technology clubs in supporting language acquisition processes. In the contemporary landscape, technology is paramount in language acquisition, with clubs providing dynamic platforms for immersive English language engagement. Leveraging multimedia resources like videos and podcasts, learners hone listening and comprehension skills, tailored to individual preferences. Interactive platforms within these clubs offer engaging activities, from language games to virtual conversations, fostering collaboration and a supportive learning community. Mobile applications further enhance learning accessibility, enabling practice anytime, anywhere. Technology clubs curate immersive environments, where learners engage in authentic communication through virtual simulations and online communities. Peer collaboration is encouraged through forums and projects, facilitating shared learning experiences. In conclusion, technology clubs offer a versatile and engaging approach to language acquisition, empowering learners with diverse opportunities to develop proficiency. Through multimedia resources, interactive platforms, and peer collaboration, technology clubs facilitate effective language learning.

TEACHING VOCABULARY USING FLASHCARDS IN EFL CLASSROOM IN INDONESIA AND MALAYSIA


 
 
 
 The aim of this research is to investigate the effectiveness of Flash Cards as a learning medium in enhancing English language acquisition among students in a Guidance Centre in Malaysia and an elementary school in Waru. The participants included 8 students from a Malaysian Guidance Studio and 41 students from an elementary school in Waru, spanning grades 4 through 6. The use of Flash Cards proved to be beneficial for both teachers and students in teaching and comprehending English vocabulary, fostering a more interactive learning environment. Data for the research were collected through student perception tables and interviews. The findings suggest that incorporating flashcards into the learning process is an effective strategy for improving students' English vocabulary. The study anticipates that this approach will lead to increased student engagement and activity in English learning, providing them with more opportunities to practice vocabulary and sentence structures within real-life contexts. By utilizing Flash Cards, students are expected to engage more actively in practicing various vocabulary and sentence structures, enhancing their English language skills. This research encourages teachers to integrate this medium into their classrooms, making lessons enjoyable, comprehensible, and innovative in bolstering students' vocabulary.
 
 
 

Exploring Language Learning Motivation and Strategies in Viet-namese High School Students: A Case Study in Ho Chi Minh City

This study investigates the motivation and learning strategies of high school students in Ho Chi Minh City, Vietnam, and explores the relationship between these two factors. The research involved 76 students from Dang Khoa private high school who completed adapted questionnaires to assess their types of motivation (intrinsic or extrinsic) and language learning strategies. Instruments were modified from established scales - Chang's (2005) and Vaezi's (2008) for motivation, and the Strategy Inventory for Language Learning, Version 7.0 (Oxford, 1989) for strategies. The findings indicate that the extrinsic motivation (e.g., external pressures, instrumental goals) was more prevalent than intrinsic motivation (e.g., personal interest, enjoyment) among the participants. In addition, a positive correlation was found between motivation level and strategised learning. Students with stronger motivation tended to employ a wider range of learning strategies. Based on these results, the study concludes with recommendations for educators to enhance student motivation and support their strategic use of learning practices for effective English language acquisition.

Writing as a Skill of Learning English in Bangladesh Education System Perspective

This paper investigates the role of writing as a learning skill in Bangladesh's English education. It assesses writing instruction across primary, secondary, higher secondary, and tertiary levels, focusing on English textbooks by NCTB, class schedules at Willes Little Flower School and Dhaka City College, and question papers from SSC-2017 and HSC-2018. Data from Bangladesh Education Statistics 2017 highlights the shortage of senior teachers in universities. Through this analysis and reference to scholarly works, it underscores the significance of writing as a vital component of English language acquisition within Bangladesh's educational framework. The paper concludes with recommendations for improvement.

The Application of Contextual Integration in English Language Learning

In the process of social development, language plays a crucial role. It serves not only as a carrier of thought and culture but also as a fundamental tool for communication and exchange among individuals. In the journey of learning English, the integration of context can effectively aid students in understanding and mastering the language’s meaning, facilitating accurate translation of relevant sentences. From the perspective of contemporary English language learning, context integration can better elucidate the relationships within language contexts, encompassing factors such as time, space, and objects. Therefore, context integration holds significant practical importance in English language acquisition. It not only enhances learning efficiency but also enables students to accurately comprehend the meaning conveyed in English texts, thus averting translation errors and communication barriers. With this in mind, this paper offers a brief analysis of the application of context integration in English language learning, aiming to provide readers with valuable insights.

The Impact of English-Speaking Films and Songs on English Language Acquisition

This study investigates the effectiveness of immersion and entertainment in the process of language acquisition, with a specific focus on the utilisation of English films and songs. The statement emphasises the educational value of films, which utilise visual clues and storytelling to facilitate comprehension. It also specifies genres that are particularly helpful for English language learning. An investigation of popular English songs explores the impact of rhythm, repetition, and personal involvement in language acquisition. The cultural observations offered by these media types emphasise the significance of cultural environment in the process of acquiring knowledge. The text explores the challenges associated with relying only on entertainment for language acquisition and emphasises the importance of incorporating traditional learning approaches. The resource provides practical advice for learners and presents case examples of successful language acquisition via films and music, offering a thorough perspective on this language learning strategy.

THE SOUNDS OF INDONESIAN ENGLISH: ACOUSTIC PHONETIC ANALYSIS OF THE MONOPHTHONG VOWELS ACROSS GENDERS

This study explored the production of 11 English vowels by Acehnese Indonesian EFL students. Ten undergraduates (five males and five females) from the Pidie District, Aceh, participated, with Acehnese and Bahasa Indonesia as their first languages, and English learned formally at school since the 7th grade. Using PRAAT, recordings of vowel elicitations were measured and analyzed, revealing distinctions in vowel pairs. Statistical tests were employed to compare vowel productions between the males and females. The results showed that the females produced many of the vowel pairs similarly: /i:/-/ɪ/, /ɛ/-/æ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/. The pairs they differentiated were /ɜ:/-/ʌ/ and /ɔ:/-/ɒ/. However, the female students could not discriminate between the long and short vowel pairs. Meanwhile, the male students could distinguish the following pairs: /i:/-/ɪ/, /ɜ:/-/ʌ/, /ʌ/-/ɑː/, and /ɔ:/-/ɒ/. The others, /ɛ/-/æ/, /u:/-/ʊ,/ and /ɑː/-/ɒ/, were produced similarly. Additionally, they could distinguish the long and short vowels in the /ɜ:/-/ʌ/, /u:/-/ʊ/, /ʌ/-/ɑː/, and /ɑː/-/ɒ/ pairs, but not /i:/-/ɪ/, /ɛ/-/æ/ and /ɔ:/-/ɒ/. This study has shown complex distinctions in the production of English vowels by Acehnese Indonesian EFL students. These findings underscore the importance of considering gender-specific phonetic patterns in English language acquisition, providing valuable insights for language educators and researchers.

Applying augmented reality multimedia technology to construct a platform for translation and teaching system

This paper investigates the integration of augmented reality (AR) technology into English translation teaching for college students, emphasizing the pivotal role of innovative teaching methods in enhancing students' translation skills and learning experiences. To address the issue of insufficient interest in English translation teaching, the paper initially assesses the purpose and significance of learning English translation through a questionnaire survey, elucidating challenges encountered in English language acquisition. Subsequently, adhering to AR principles, a teaching demonstration platform rooted in AR technology is conceived and developed, intricately aligned with English translation instruction. The platform serves as a solution to issues in English learning, such as inadequate course comprehension, low utilization of teaching resources, and instructors' lack of experience. The research culminates in the analysis of survey results, wherein the quantitative disparities in translation ability between students utilizing the research platform and those subjected to traditional teaching methods are examined. The findings underscore the positive impact of the AR-based research platform on improving students' translation proficiency. The AR platform heightens learners' engagement in the learning process, contributes to constructing a robust knowledge framework, and enhances overall learning outcomes. The platform offers educators opportunities to optimize experimental courses and elevate teaching standards. The paper's outcomes present novel pedagogical scenarios for learners, propose technical solutions for other technical disciplines and furnish a theoretical foundation and application model for a new generation of experimental demonstration platforms.

Spanish as a resource in the acquisition of English as a second language

The use of the mother tongue in foreign language lessons has always generated a wide debate on whether the use of L1 prevents students from learning a L2. This research shows what teachers of English as L2 in Spain think about this topic. First, we review the reasons to exclude the use of Spanish, as well as the reasons for its inclusion. This approach includes linguistic, social, and cultural factors intrinsic to the teaching/learning process. Information is collected using a mixed method approach. On the one hand, a questionnaire is designed to identify patterns and trends regarding the use of Spanish in the English classroom considering factual, behavioural, and attitudinal data. Each section is linked to research objectives. On the other, three specific qualitative methods are used: personal interviews, small focus group discussions and extension written narratives, where 12 questions are composed as a basis for the realisation of these three methods. The results of the study suggest that a prudent and judicious use of Spanish does not prevent or hinder the development of English learning in students. On the contrary, in many cases, it facilitates it since it provides the teacher with a powerful pedagogical resource. The study posits that the judicious employment of Spanish within the classroom setting yields positive outcomes and advocates for increased flexibility in its utilisation. However, it simultaneously points to the imperative that this flexibility should not detract from the primary objective of English language acquisition. This study has theoretical and practical implications in the design of formation syllabi for in-service and future teachers of L2 in L1 contexts.

A Review of Incidental L2 Vocabulary Learning of English

This article discusses the importance of incidental vocabulary learning in English language acquisition. Incidental learning is an effective method for acquiring new words and phrases naturally through exposure to language input. The article emphasizes the role of incidental learning in increasing vocabulary knowledge and language understanding, and explores its pedagogical implications in language teaching.

Students’ English Language Acquisition and their Proficiency Improvement at IPRC Kigali, Rwanda

This study entitled “Students’ English Language Acquisition and their Proficiency Improvement at IPRC Kigali, Rwanda”, was carried out to evaluate the effect of students’ English language acquisition on their proficiency improvement at IPRC Kigali, Rwanda. It had three (3) specific objectives which were to: assess strategies used for teaching English Language at IPRC Kigali, identify ways in which IPRC Kigali students use to learn English as a language of instruction, as well as identifying factors affecting English acquisition as the second language at IPRC Kigali. The methodology that was used in data collection is descriptive survey. Purposive and stratified random were used as sampling techniques. Questionnaires were used as data collection instruments. The sample size was determined by Slovin’s Formula as the population size is definite. 153 students were selected to answer to research questions. 93 of them responded and returned questionnaires. The data collected was analyzed using SPSS software. The study came up with the following findings: The mostly used strategies for the English Language Acquisition at IPRC Kigali include lecturers creating the learner-centered classroom to set students’ learning responsibilities (79.6%), and building in students’ motivation including value, self-efficacy and attributions (75.2%). The most ways in which IPRC Kigali students use to Learn English as a language of instruction include imitation (100%), repetition and practice to pronounce words and memorize them (100) conversations and discussions with colleagues and lecturers (76.4%), using English in different situations like in meetings, in shopping malls, ... and other extra-curricular activities (75.2%). It has also been revealed that age (76.3%), attitude towards English (67.8%), motivation (100%), first language proficiency (89.3%), technology (100%), and Intellectual capacity (86.0%) affect the Acquisition of English as a Second Language. It has been recommended that It is of paramount importance to enhance teaching of English as a subject but also keeping in mind that this is a Medium of Instruction in Rwanda. Lecturers should interlink this philosophy with methodologies and strategies that allow students to take lead in the teaching and learning process. Lecturers should consider the students’ individual differences to help them improve individually. Drama and play should also be integrated in teaching and learning/acquisition of English to improve students’ speaking skills through performance.

ENGLISH-MAJORED STUDENTS’ PERCEPTIONS OF USING GOOGLE TRANSLATE IN WRITING ASSIGNMENTS AT DONG NAI TECHNOLOGY UNIVERSITY

The education system has witnessed continuous developments in recent decades, driven by the Internet and computers. These advancements have greatly benefited learners, particularly in the realm of English language acquisition. Google Translate has emerged as an essential tool for English learners in today's education. Google Translate (GT) is revolutionizing the way students do their English writing practice. More precisely, they are exploiting the enhanced precision provided by GT to economize on time and effort when finishing written tasks. Nevertheless, students' ever-increasing reliance on these technologies might yield unfavorable consequences on their writing proficiency. This study examined the use of GT by students at Dong Nai Technology University (DNTU) and students ‘perspectives regarding the employment of GT in their writing tasks. The objective was to determine the influence of GT on students' writing abilities and understand students’ perceptions toward the GT employment. This study utilized a mixed methodology, with participants are sophomores and juniors from the Faculty of Foreign Languages. Data was collected by sending out online questionnaire to 120 students and interviewing 40 students. The findings suggested that students extensively used GT, despite expressing worries about the accuracy of the tool.

Back to normal? ESL Instructors' Post-Pandemic Perceptions of Virtual Learning

Back to normal? ESL Instructors' Post-Pandemic Perceptions of Virtual Learning

Investigating Students Motivation as Autonomous Learners in English Language Acquisition: A Study on Politeknik Pelayaran Sulawesi Utara

This research delves into the motivations propelling cadets at Politeknik Pelayaran Sulawesi Utara as autonomous learners in the realm of English language acquisition. Employing a comprehensive questionnaire, the study explores the intricate factors influencing students' commitment and enthusiasm for independent language mastery. Results indicate a pronounced inclination among cadets to adopt autonomy both within and beyond the traditional classroom, emphasizing a proactive approach to English language learning. Motivations identified encompass the intrinsic joy derived from engaging with English instruction, coupled with the obligation inherent in the maritime context where English proficiency is imperative. Further, this present study delves into the interplay between academic success and motivation, revealing a compelling desire for high grades as a driving force. External factors, including praise and punishment, also contribute to shaping the motivational landscape. Additionally, the research uncovers supporting elements such as clear learning objectives, a passion for language acquisition, conducive learning environments, stimulating teaching materials, active participation opportunities, and collaborative interactions with study partners. This comprehensive exploration provides valuable insights into the nuanced motivations of cadets at Politeknik Pelayaran Sulawesi Utara, offering a foundation for informed educational strategies and interventions tailored to foster an environment conducive to autonomous language learning

Exploring influential factors and strategies for addressing speech delay of a child with autism spectrum disorder (ASD) in English (L2) language acquisition

Children with autism spectrum disorder (ASD) tend to exhibit a unique trajectory in the acquisition of language with some documented research. However, research investigating children with ASD in English (L2) language acquisition is limited, particularly in Indonesian ASD children. This research explores the factors that allowed this unanticipated foreign language acquisition, thereby causing delays in native speech, and investigates strategies that could help overcome the child's linguistic challenges. This case study research involved a six-year-old Indonesian ASD child experiencing early self-learning of English and speech delay in her native language. The data were garnered through observations, interviews, and field notes before being thematically analyzed. The results show that the internal factor of speech delay is prematurity, and the external influential factors are the high intensity of English language exposure through media, English daily interactions with family members, and the use of different first languages in the social environment. Successful strategies employed to acquire the child’s native language include the habituation of speaking Indonesian, the repetition method, and the implementation of a language teaching model by teachers at school. This study underscores the importance of the social environment to promote language acquisition and the possible interventions to cope with speech delay for ASD children.

Implementation of content and language integrated learning in biology education programs

Relevance. Modern higher education emphasizes not only professional training but also the integration of students into the global professional community through foreign language proficiency, which enhances skills and professional competence. Purpose. This research aims to assess the effectiveness of Content and Language Integrated Learning (CLIL) methodology in biological education programmes at higher education institutions in Kazakhstan. Methodology. A semi-formalized questionnaire survey was conducted across six educational institutions in Kazakhstan, comprising "closed" questions including open-ended list questions, single-choice questions using the Likert scale, and multiple-choice questions, totalling 16 questions. Results. The survey conducted across six educational institutions in Kazakhstan revealed that 85.5% of students perceive Content and Language Integrated Learning (CLIL) positively contributes to their English language acquisition within biological education programmes. This underscores CLIL's effectiveness in enhancing language skills alongside disciplinary knowledge. Despite varying English proficiency levels among participants, the study indicated strong student engagement with CLIL, demonstrating significant interest and active participation in the learning process. Conclusions. The study confirms CLIL's efficacy in enhancing English acquisition within Kazakhstan's biological education. With 85.5% of students noting its positive impact, CLIL shows promise as a key method for integrating language and disciplinary knowledge. Despite varying English levels, high student engagement underscores CLIL's effectiveness. Future steps should focus on formalizing CLIL across Kazakhstan, providing support for educators, and refining methodologies through ongoing research. Implementing CLIL prepares students for global contexts, enhancing educational outcomes and international competitiveness. Keywords: English; pedagogy; teaching methodology; linguistics

The Structures of Finite Clauses in English for Students at the University of Transport and Communications Campus in Ho Chi Minh City

In terms of syntactic and functional analysis on Finite clauses, English language acquisition has been a long and hard road. During their learning a foreign language, students are often influenced by their native language, even its grammatical and functional rules in organizing and expressing their ideas in a foreign language. This paper employs the advantageous perspectives of corpus analysis (discourse discussion) to categorize clauses clearly and theoretically so that students can enhance and understand all the theoretically and practically functional and syntactic valuation of features and use these structures correctly and effectively.