Acquisition Of Language Skills Research Articles

HOST COUNTRY LANGUAGE ACQUISITION AMONG FIRST-GENERATION YAGLIDERE IMMIGRANTS IN THE USA AND THE MAINTENANCE OF THE TURKISH LANGUAGE IN SUCCESSIVE GENERATIONS VIA SOCIAL NETWORKS

This article investigated the effect of the social networks of Yaglidere Turkish immigrants on language acquisition and the maintenance of heritage languages by successive generations in the USA. The study was conducted in the cities of Patterson and Burlington between January 2018 and July 2018. This research used qualitative research methods to analyze ethnographic interviews and participant observations. Data were collected using participant observation and informal talks with immigrants conducted in different informal settings such as participants’ houses, their restaurants, and other cafes in Burlington and Paterson. The interviews lasted from 40 to 90 minutes. Questions were open-ended and focused on the role of social networks in the acquisition of English language skills. In order to analyze the resulting data, the audio recordings were transcribed and translated into English. The interviews were first transcribed into Microsoft Word files and then imported into Maxqda, a software program for qualitative analysis, where the data were coded for study. The results indicated that even though social networks have destructive effects among first-generation immigrants, they have undeniable constructive effects on language maintenance in other generations. So, what is destructive for the first generation turns into constructive for the other generations.

EXPLORING EFFECTIVE FACTORS OF ENHANCING THE ENGLISH LANGUAGE SKILLS FOR UNDERGRADUATE STUDENTS AT UNIVERSITIES IN MOGADISHU, SOMALIA

The purpose of this study is to investigate the factors that contribute to the enhancement of English language skills among undergraduate students at universities in Somalia. Proficiency in English is crucial for academic success and future career prospects in this field. In order to bridge this gap, descriptive and ANOVA statistics were utilized using SPSS software. The study involved a randomly selected sample of undergraduate students from five universities in Mogadishu. The findings demonstrated that English language programs significantly improved students' proficiency in speaking, listening, reading, and writing, as well as their vocabulary and grammar. The availability of diverse learning materials and the use of technology were identified as vital elements for promoting language development. Furthermore, the acquisition of language skills greatly relies on a well-designed curriculum delivered by experienced instructors

An Analytical Study of Acquiring English Communication Skills for Employability being Affected by Societal Factors and Own Personality Traits of Learners of Technical Graduates in India

English Communication Skills have proved to be an integral skill in employment skills. Students graduating in a wide range of disciplines face a number of difficulties in learning the English language especially when they focus on their areas of specializations. It has become a major issue. With reference to the page no 29 of India Skills Report 2023, the employment ratio of Bachelor of Engineering/Bachelor of Technology and Master of Business Administration was 57.44% and 60.1% respectively and the same was 55.15% and 55.09% in the respective fields in 2022 when Communication Skills were kept at the top (page no 9, India Skills Report 2022) in the list of key skills of Digital Age. English proved to be a game changer in terms of enhancing employability scope (Page 20, 21, 45, 47, 53, 54, 55; India Skills Report 2022) and a number of cities and states performed better with more focus on developing English Communication skills of university students. This study is primarily based on looking into social and affective factors affecting English language acquisition skills. It is absolutely relevant to the course developer, policy makers as well as academicians to understand what factors affect the language acquisition capacities of learners and necessary modifications can be initiated accordingly. This is an analytical study and it ascertains the significance of language affective factors from a rapid evidence assessment report submitted by EEF at University of oxford, Department of Education in July 2020 and a similar research project was conducted by Takayo Nitta at the University of Western Cape in South Africa on non-natives learning English and facing similar challenges in social, affective and cognitive areas. This is a qualitative study and secondary data is collected from the research project conducted at the University of Western Cape since learners were from a non-native country only where existing language learning culture is found to be utmost similar and problems are also identical.

The Role and Impact of Artificial Intelligence in The Learning of English Writing Skills in Second Language Acquisition

In this era of Artificial Intelligence (AI), its integration into English writing in Second Language Acquisition has long been a research hot spot of numerous scholars all over the world. However, previous studies generally focus on investigating and assessing its present applications instead of adopting a comprehensive view. To help fill the research gap, this study examines the current usage of AI in the learning of English writing, explores the problems and obstacles students encounter, and provides feasible solutions to its defects. The result indicates that apart from bringing multiple benefits to learners, AI has also generated various problems mostly characterized by declining creative learning, weakened social connection, and menaced confidential information. On account of the existing problems, this study propounds that there is an urgent need for improvement, including revolutionizing AI's internal mechanism, modifying the criteria for English writing evaluation, and installing more advanced systems for surveillance and individualized learning.

MEANS OF RESEARCH COMPETENCE FORMATION IN UNIVERSITY STUDENTS DURING BUSINESS FOREIGN LANGUAGE CLASSES

The article examines the means of research competence formation in university students during Business Foreign Language classes. The means of research competence formation through the developing of its key components such as methodological literacy, analytical skills, critical thinking skills and communication skills have been outlined. The development of methodological literacy is seen as a multifaceted process involving the study of the theoretical underpinnings of research, the practical application of methods, the development of critical thinking and data analysis skills. Analytical skills – the ability to process and interpret information – are considered necessary for a deep understanding of language, the effective use of new knowledge and its integration into different contexts. It has been noted that analytical skills help higher education students not only to learn grammar and vocabulary, but also to apply knowledge in real-life situations, to draw logical conclusions and to structure educational information. The development of critical thinking skills is observed as an important element in the successful acquisition of both language and analytical skills. They can be formed by integrating different tasks that encourage students to analyse, evaluate and argue. The development of communication skills is facilitated by the active practice of different formats, with the opportunity not only to learn business vocabulary, but also to master effective strategies of interaction in a work context. The means of developing research competence and its key components in Business English have been indicated. They are discussion of current office work issues, analysis of authentic business texts, translation and interpretation of business documents, presentations (reports), research projects, writing abstracts and business letters.

Unlocking Listening Proficiency: Integrating English Movies in Thai EFL Secondary Education

This study investigates the impact of integrating English movies on the listening comprehension and attitudes of tenth-grade EFL students at a school in Kalasin Province, Thailand. Despite the pivotal role of listening skills in language acquisition, EFL learners often face limited exposure to listening materials, leading to challenges in comprehension. Employing a mixed-methods approach, the study explores the relationship between English movie usage and students’ listening comprehension and evaluates their perceptions of movie integration in the classroom. The participants, consisting of 33 tenth-grade students, underwent pre-tests and post-tests to assess listening proficiency, followed by questionnaires and semi-structured interviews to examine attitudes toward integrating movies in the classroom context. Following instruction through English movies, the findings indicate a significant improvement in students’ English listening comprehension. Moreover, students displayed positive attitudes toward integrating movies as a learning tool, recognizing their potential to create an enjoyable and enriching learning experience.

Influence of Available Instructional Resources on the Acquisition of Language Skills among Early-Year Learners in Kiambaa Sub-County, Kiambu County, Kenya

Language entails the ability to communicate with other people with significant variations between understanding of speech and language. Although language acquisition largely depends on the learner's ability, the access and availability of instructional resources play a pivotal role in language acquisition among children in Early Childhood Education Centres. The main aim of this study was to assess the influence of available instructional resources on the acquisition of language skills among early-year learners, to determine the impact of teachers' competence on the use of instructional resources on the acquisition of language skills among early-year learners and to determine the influence of challenges in use of instructional resources on the acquisition of language skills among early year learners in Kiambaa sub-county, Kiambu County. The study was based on the constructivists and overlapping spheres of influence theory. The study adopted a descriptive research design. The target population was 98 head teachers and 210 ECD teachers who were considered for the study. Purposive sampling was used to obtain 12 head teachers, and simple random sampling was used to obtain 44 teachers. Statistical Package for Social Sciences was used to analyse the quantitative data, while content analysis was used to analyse the qualitative information gathered using open-ended questions, where findings were reported in a narrative form under each theme. Descriptive analysis was done through frequencies and percentages. A multiple Linear Regression model was used to model the relationship between the independent variable and the response variable (Acquisition of language skills). The study concludes that the availability of Instructional resources has a significant positive effect on the acquisition of language skills as denoted by the p-value (P <0.05). The study recommends that stakeholders, including head teachers, teachers, and parents, should understand the importance of having sufficient instructional resources. Efforts should be made to improve access and availability based on recommendations from ECD teachers, thereby fostering language acquisition among early learners.

The Impact of Gamification on Developing Foreign Language within Elementary Students’ Speaking Skills: An Experimental Study

This study adopts a mixed-methods approach, combining quantitative data from pre- and post-tests with qualitative data from observation to assess the impact of gamification on elementary school students' acquisition of foreign language skills as well as their motivation and engagement in EFL classroom. Thirty-two female students from Al-Shabeen Elementary School, currently in fifth grade and aged between ten and twelve years old, participated in the study. They share similar educational and cultural backgrounds. Sixteen students formed the experimental group (EG), engaging in educational games as part of their learning process, while the remaining sixteen students comprised the control group (CG), receiving traditional classroom instruction without gamification. Conducted in Rijal-Alma'a, Saudi Arabia, the study revealed significant differences between the experimental and control groups, particularly in areas such as pronunciation, intonation, fluency, accuracy, and vocabulary, indicating the efficacy of gamification in language learning. Furthermore, integrating gamification into language education is suggested to enhance student motivation, proficiency, and retention of language content, thereby informing future pedagogical practices and policies.

CHILDREN'S ENGLISH LANGUAGE ACQUISITION IN AN INDONESIAN FAMILY: PERSPECTIVES FROM LANGUAGE POLICY

The primary purpose of this research is to find out the English language acquisition of children in Indonesian families. More specifically, this research analyzes the role of parents in children's acquisition of foreign language skills. The object of this research was taken from one of the families in the city of Probolinggo. The method used is Narrative Inquiry. Information was received through participant statements and interviews. It was analyzed using an inductive evaluation technique, including studying the transcript several times and identifying texts associated with the study's targets and observations. The results of this study reveal 3 points, namely parents' experiences, challenges faced by parents, and language policies.

Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach

This research investigated the effects of using multimodal teaching methods on the acquisition of English language skills in dyslexic students residing in the Asir area of Saudi Arabia. A quantitative study methodology was used to evaluate the language competency of 30 dyslexic learners before and after the application of the strategies. The learning outcomes were assessed by a comprehensive study that included paired t-tests, Pearson's correlation, multiple regression analysis, and ANCOVA. The findings demonstrated a substantial enhancement in students' performance after the intervention. Moreover, it was observed that the frequency of using the strategies directly correlated with the speed of development. The findings of the multiple regression analysis showed that the frequency of use was the most important predictor of the learning outcomes. Finally, the ANCOVA analysis revealed that different strategies are efficacious when considering students' beginning competence levels. Teachers are advised to include these tactics in their teaching methods and get individualized training on the topic. Ultimately, this research enhances the area of special education by providing substantiated proof that the use of multimodal instruction may provide positive outcomes when educating dyslexic adolescents.

Οι απόψεις των εκπαιδευτικών για τη χρήση του podcast στην εκπαίδευση και η επίδραση του στους μαθητές γυμνασίου: Έρευνα σε Γυμνάσια της Β. Ελλάδας

The purpose of the research is to examine the opinions of secondary school teachers on the use of podcasts in education and its effect on students. A questionnaire survey was conducted on a sample of 150 secondary school teachers teaching in high schools in Northern Greece. The sample was approached on the basis of convenience sampling. The survey found a higher level of positive attitude of teachers towards the use of podcast in education. It was also found that Podcast can motivate students by making the lesson more interesting, without space-time limitations of accessing the content. Also, a positive effect of the podcast on the acquisition and upgrading of language skills was found. Another positive point highlighted is that it does not lead to student isolation. However, educators feel that podcasting can contribute to students" overall experience and in-depth analytical thinking to a small extent. This means that further training of teachers regarding the podcast in the educational process for them should be done. However, further research is needed to investigate the effect of various factors on the suggestion and actual utilization of podcast in the educational process, as well as in a larger sample of teachers and more representative of the population.

DIDACTIC POTENTIAL OF YOUTUBE CHANNELS FOR ENHANCED ENGLISH LANGUAGE LEARNING IN NON-LINGUISTIC PROGRAMS

The article is devoted to the didactic potential of English-language YouTube vlogs for learning English as a foreign language by students of non-philology programs. Modern teachers of foreign languages, working in non-philological specializations, face the challenge of diversifying didactic materials. The emergence of Web 2.0, technological advancements, and the information age present a plethora of opportunities to facilitate engaging, efficient, and high-quality English language learning for both educators and students. The purpose of the article is to provide an in-depth analysis of English-language YouTube vlogs encompassing a diverse range of topics, intended for learners of various demographics, including age, gender, socioeconomic background, and English proficiency level. The study explores the potential of integrating these YouTube channels into classroom and independent learning activities for students enrolled in non-philological programs. Methodology. The research employed a multi-pronged approach. An analysis of existing literature on the research topic provided insights into the current state of mobile learning research, both domestically and internationally. A descriptive method enabled the researchers to synthesize the experiences gained during the exploratory phase. Finally, the synthesis of the gathered data facilitated the formulation and execution of the research concept. The study investigates the didactic potential of eleven YouTube channels for fostering English language learning (as a second foreign language) among students in non-philological programs. A selection of English-language vlogs has been analysed, encompassing categories such as everyday life (The Cottage Fairy), education (Lindie Botes, Ruri Ohama, RealLife English), culinary arts (Delish), popular science, (Geography Now, Smarter Every Day, Vsauce, Thomas Frank, Matt D’Avella), and culture and arts (Chris Stuckmann). These vlogs cater to a broad audience, varying in terms of age, English proficiency level, thematic focus, subscriber count, viewership statistics, and uploaded video content. The analysis revealed that the proposed materials can be seamlessly integrated into the learning process for first-year students categorized as elementary, pre-intermediate, and intermediate learners. A unifying characteristic across the examined YouTube channels is the “edutainment” concept. This approach emphasizes the achievement of educational objectives by combining a gamified learning experience with the instructional content itself. The sheer variety of English language learning vlogs empowers learners to select topics that align with their personal interests, preferred language complexity, and desired level of visual engagement. Additionally, the content offers valuable knowledge for overall development. For educators, the primary advantage of YouTube channels lies in their ability to illustrate key lesson topics with engaging video content delivered by native speakers or individuals who, like the students themselves, have learned English and can offer practical advice. Visual content ranks among the most effective pedagogical tools. Strategically chosen YouTube vlogs can significantly enhance students’ vocabulary development, facilitate the acquisition of idioms and colloquial speech patterns, improve pronunciation, strengthen linguistic competencies, and refine listening and speaking skills. Furthermore, the broad thematic range of the content contributes to an expanded worldview. Students gain exposure to diverse cultural aspects of other countries, acquire new knowledge about the world, develop effective time management skills, and glean a wealth of valuable and engaging information. Conclusion. The integration of English-language YouTube vlogs into the curriculum of non-philological programs presents a promising avenue for enriching the foreign language learning experience. The “edutainment” approach fosters a stimulating and interactive learning environment, catering to diverse learning styles and facilitating the acquisition of essential language skills and knowledge. Further research is necessary to explore the long-term efficacy of this approach and its impact on student learning outcomes.

The Application of the Original Teaching Method of Bilingual Course Cases in the Perspective of Cultivating Foreigner Legal Talents

Since the Fourth Plenary Session of the 18th Central Committee of the Communist Party of China, the Party Central Committee with Xi Jinping as the core has repeatedly emphasized the need to strengthen the training of foreign-related legal talents. In this context, the importance of bilingual legal courses has become more prominent. To effectively improve teaching effectiveness, the case based original text teaching method should be introduced. The original case texts include international law case texts and country law case texts from important countries or regions such as the United States and the European Union; When teaching, the method of intensive reading should be adopted, under the careful organization of the teacher ,which is to achieve a one-stop acquisition of legal professional knowledge and language skills through three processes: preview in advance, intensive classroom teaching, and reinforcement after class. This teaching method integrates the acquisition of substantive law knowledge, procedural law knowledge, and other disciplinary background knowledge.

ENHANCING STUDENTS' COMMUNICATION AND ACADEMIC SUCCESS THROUGH CRITERIA-BASED ASSESSMENT BASED ON CEFR DOCUMENTS

This article covers the issue of students' learning of linguistic competences based on criteria-based assessment. In the acquisition of language skills, its criteria and descriptors are considered one of the important requirements of the present time. It is important for evaluators and learners to form and improve pedagogical processes for teaching and learning, and helps to objectively evaluate student’s knowledge.

The Overview of the Natural Approach

The Natural Approach is an educational method for teaching languages that emphasizes meaningful communication and acquisition of language skills in a naturalistic manner. It is widely used in language teaching. In this passage, the author interprets the Natural Approach, analyzes the principles, characteristics, theories, advantages of the Natural Approach by the literature method. The main purpose is that understanding the Natural Approach more deeply, and providing some theoretical references for how to use the natural teaching method in the future, so as to better combine theory with practice.

TAHLIL AL- AKHTO’ FII KITABATIL LUGGHOTIL AROBIYYAH FII TA’LIMIL IMLA’ BIMADROSATI DARUT TAUHID ZAINUL HASAN GENGGONG

Writing is one of the four skills in Arabic language acquisition. Improving writingproficiency can be achieved through spelling instruction. Dictation, an exercisecommonly used in Arabic instruction, involves the teacher reciting a text or passage,and the student transcribing it. This study aims to delineate the fundamental types ofwriting errors among first-grade students in a religious school. Employing a qualitativedescriptive research approach, the study utilizes error analysis as its methodologicalframework. Multiple data collection methods, including tests, observations, interviews,and documentation, were employed by the researcher. The results of this study showthat the errors identified in this study encompass mistakes in writing hamza, hamzaomission, letter deletion, letter addition, as well as errors in letter substitution and thewriting of taa. The primary factors contributing to these errors include students'unfamiliarity with correct writing forms, inadequate Arabic writing practice, anddeficiencies in grammar and morphology skills.

The interaction between language identity, pedagogy, and the effects on indigenous languages (Urdu and Sindhi): A case study of undergraduate institutes of Sindh, Pakistan

The purpose of the article is to examine the correlation between language and identity, as well as the influence of English language instruction in Pakistan on Pakistani linguistic identities. While English language learners use a variety of teaching and learning strategies, they also come from a range of socioeconomic backgrounds and have varied learning objectives. The data collection involved two hundred undergraduates from each of the two campuses of the University of Sindh, one located in Jamshoro and the other in Hyderabad, Sindh, Pakistan. Additionally, interviews were conducted with five English language instructors who were all affiliated with the University of Sindh. Qualitative methods were utilized by the researcher for this investigation. The researcher employed two survey questionnaires, one for teachers and one for students, as a crucial tool for data gathering. The findings of the article demonstrate that language plays a significant role in expressing one’s social or personal identity, serving as a single characteristic of language usage for identification. Moreover, the article also examined the influence of English on two Pakistani languages, Urdu and Sindhi. Following the acquisition of English language skills, individuals may perceive changes in their level of competence, communication style, and value systems. The inclination towards code-mixing in public discourse can be attributed to the English language, as Pakistanis are highly conscious of their social status and aspire to appear well-educated.

Integration in the Czech Republic as Seen from the Perspective of Intercultural Workers

This text focuses on aspects of the integration of immigrants from the perspective of intercultural workers. The qualitative research explored how intercultural workers in the Czech Republic perceive and understand integration, with special emphasis on their interpretation of what makes a successfully integrated immigrant. Our conclusions indicate the predominance of a dualistic view of integration based on the acquisition of Czech language skills and the achievement of self-sufficiency. The culturally determined behavior of immigrants can significantly influence their cooperation with the majority society in areas such as education and their orientation in the social system. This research contributes to understanding the integration of immigrants and reveals a complex interplay of language, self-reliance, cultural prejudices, and the role of intercultural workers in facilitating mutual understanding between new arrivals and the majority population.

The impact of an augmented reality application on EFL learners’ oral proficiency

ABSTRACT Purpose This study investigated the effects of an AR application (Civilisations AR) on EFL learners' oral proficiency in the dimensions of content, fluency, vocabulary, pronunciation, and grammar, as well as their attitudes and perceptions toward AR technology. Design Utilizing a quasi-experiment, twenty-four EFL learners engaged in a role-playing activity as museum guides for six artifacts over a semester: twelve with the AR application and twelve without. Data collection included oral presentations recorded at six different times of the semester, the AR technology acceptance questionnaire, participants' reflection papers, and individual interviews at the end of the semester. Findings Participants' oral proficiency has been improved in terms of content, vocabulary, and pronunciation when using the AR application compared to when not using it. They felt that the AR-assisted method encouraged active learning and stimulated their learning interest, and they were willing to incorporate the AR tool into their future education. Originality and Value This study indicates that AR has the potential to enhance speaking skills in second language acquisition though it still needs improvement to meet more needs.

Review of the Effects of Foreign Language Classroom Anxiety on Learners' Development of a Second Language Acquisition

Adult and teenage second language learners are very interested in foreign language classroom anxiety (FLCA). In language classes all across the world, foreign language anxiety (FLA) is a significant issue. It is especially directly tied to expressive abilities in a second language. There are many subjective and objective factors that affect foreign language performance. Anxiety in FLA is one of the emotional elements, and it is the key factor among the factors impacting students' second language learning. Based on previous research and scholarly papers, this study conducts a literature review to organise the pertinent material on anxiety in the foreign language classroom (FLC), including its definition, causes, and effects on students' learning and performance. Anxiety in the classroom when learning a foreign language typically results from oral activities and has a detrimental impact on language abilities including listening, reading, and writing. Moderate anxiety has been shown to occasionally boost positive learning motivation, but excessive worry is still harmful to learning. Therefore, teachers need to adopt appropriate strategies in dealing with FLCA. The key to lowering anxiety in the FLA is creating a friendly and encouraging classroom atmosphere and developing positive teacher-student connections. Overall, this paper endeavors to provide educators with insights into anxiety in the FLC and how to cope with this affective factor in their educational practices to promote better student learning and acquisition of foreign language skills. This topic has important social and educational implications on a global scale and deserves further research and study.