Language Learning Achievement Research Articles

Psychological determinants and technology acceptance in mobile learning for overseas students studying Chinese in China: A self-determination theory perspective

Emerging research in language education increasingly recognizes the transformative potential of mobile learning. Anchored in Self-Determination Theory (SDT) and Technology Acceptance Model (TAM), this study employed Structural Equation Modelling (SEM) to investigate how psychological factors—specifically perceived competence, autonomy, and relatedness—affect overseas students studying Chinese in China. It examined the interaction of these factors with Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in mobile learning environments and their impact on learners' satisfaction and intention to continue using these learning platforms. Involving 515 participants in a bilingual online survey, the research delved into the dynamics of these psychological determinants on learners' attitudes towards mobile learning technologies. The SEM analysis revealed a complex interplay, where competence, autonomy, and relatedness significantly forecast PU and PEU, thereby shaping learner satisfaction and commitment to ongoing use. The findings highlighted the critical role of social interaction, cultural exchange, and personalized learning experiences in enhancing mobile learning effectiveness. Implications of the findings were discussed to enhance learner engagement and educational achievement in Chinese language learning.

Does teacher computer technology use perceived from TPCK frameworks stimulate student achievement in English language learning?

Studies on the relationship between teacher use of ICT and student achievement have been numerous, but those involving other intervening variables, such as technological, pedagogical, and content knowledge (TPCK), are still limited. This study examined the relationships between the use of computer technology (CT) by Indonesian EFL teachers and student achievement, taking into account the TPCK frameworks. Explanatory correlation serves as the research design, as this study was intended to explain the associations among variables under study. Data on teachers’ CT use and students’ English achievement were collected from a sample of 153 EFL teachers by means of Albirini’s (2006) and Wozney et al.’s (2006) adopted questionnaire and the teachers’ document of students’ English achievement scores. The multiple regression analysis indicated that simultaneously, CT use, content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK) correlate slightly with student achievement, R² = .085, F(4, 148) = 3.418, p .05. This finding suggests that the four predictor variables were not good at predicting student achievement. Other external factors not included in the model may relate to student achievement. The study’s findings imply that in teaching and learning English, teachers should play the role of CT facilitators and let students take great advantage of CT on their own.

Online Task-Based Language Learning to Enhance Thai Monks’ Speaking Performance

This research aimed to achieve two main objectives: (1) to assess the learning achievements in online task-based language learning, and (2) to evaluate satisfaction with the utilization of the online task-based language learning model. The study’s population comprised Buddhist monk students from four provinces in Thailand: Chiang Rai, Phrae, Phayao, and Nan. A total of 80 participants took part in a 30-hour English language training program that focused on task-based language teaching (TBLT) implemented through online technology to enhance Thai monks’ speaking performance. Zoom and free online tools such as Pronunciation Checker App were integrated into the TBL learning cycle to deliver this online training. The research process can be summarized four stages consisting of orientation stage, pre-practicing stage, practicing stage, and post-practicing stage. The comparison of learning outcomes before and after the implementation of the instructional model for monks revealed a significant difference in the average scores. The overall score before training was 38.78 (S.D. = 5.85), while the post-training learning outcomes had a higher average score of 47.34 (S.D. = 4.99). The assessment of satisfaction was divided into four dimensions: (1) content and language usage; (2) English instructional activities for monks; (3) teaching and learning process; and (4) development of English-speaking skills. Overall, participants expressed high levels of satisfaction across all four dimensions of the instructional design approach, with a mean rating of 4.49 and a standard deviation of 0.56.

THE IMPACT OF EMOTIONAL INTELLIGENCE ON LANGUAGE LEARNING ACHIEVEMENTS IN UNIVERSITY EFL STUDENTS

Language learning is not merely a cognitive endeavour but a complex interplay of emotions, perceptions, and social dynamics. This article explores the relationship between emotional intelligence (EI) and language learning outcomes in university English as a Foreign Language (EFL) students. The study investigates the potential moderating influences of gender, field of study, and language background on this relationship. The research uses the Emotional Quotient Inventory (EQ-I) to assess emotional intelligence levels and correlates them with English language learning achievements. The study finds that, on a broad scale, emotional intelligence does not have a statistically significant impact on language learning achievements, suggesting that language proficiency is influenced by various cognitive and non-cognitive factors. However, the results suggest that the influence of emotional intelligence on language learning may be subtler and context-dependent. Specific components of EI, such as intrapersonal and interpersonal skills, may have nuanced effects on distinct language skills. This study enhances our understanding of the complex interplay between emotional intelligence and language learning outcomes among university EFL students, debunking simplistic assumptions about the direct impact of EI on language proficiency.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0708/a.php" alt="Hit counter" /></p>

The Bidirectional Relationship Between Self-Concept and Self-Efficacy and Their Relative Importance to Foreign Language Learning Achievement

The Bidirectional Relationship Between Self-Concept and Self-Efficacy and Their Relative Importance to Foreign Language Learning Achievement

What Contributes to Student Language Learning Satisfaction and Achievement with Learning Management Systems?

Learning management systems (LMSs) have received substantial global attention and have undergone extensive research, with most discussions focusing on users' acceptance and continuation of LMS use in the higher education sector. However, research is scarce in terms of identifying the factors that are advantageous to K-12 students' learning and satisfaction when using LMSs for language learning. This study aims to examine the impacts of internal and contextual factors on secondary students' learning satisfaction and English achievement when using LMSs. Data were collected from 289 students through an online survey. The results of the structural equation modeling showed that satisfaction had the most significant impact on English achievement. Furthermore, both internal and contextual factors, including technology self-efficacy, interest, task value, teacher support, and technology facilitation, positively impacted learning satisfaction with LMSs. In addition, teacher support exerted the strongest impact on satisfaction, followed by interest and technology self-efficacy. However, only internal factors, such as interest and task value, were positively associated with English achievement. Neither teacher support nor technology facilitation significantly impacted English performance. Given the increasing availability of LMS usage, the findings of this study can facilitate the more effective implementation of LMSs in China and globally. The study contributes to the theory and practice of LMSs use in K-12 English education. The limitations and implications of the study were discussed as well.

Effectiveness of the Teams Games Tournament (TGT) Cooperative Learning Method towards the Arabic Language Learning Achievement of Students at SMP Muhammadiyah 2 Kalasan

This study utilizes the cooperative learning strategy known as Teams Games Tournament (TGT) along with crossword puzzle games to enhance Arabic language acquisition at SMP Muhammadiyah 2 Kalasan. This study aimed to assess the efficacy of implementing the cooperative teams games tournament approach in enhancing students' academic performance. The research methodology employed is quantitative with a nonequivalent control group design. The study sampled two classes: experimental class 8e and control class 8d. The study employed a census sample, encompassing all pupils in each class, totaling 35 students. Data were gathered using observation techniques, interviews, and Pre Post Test assessments. The data collected using SPSS version 25 indicates that the independent sample t-test yielded a two-tailed significance value of 0.000, which is less than 0.05. Therefore, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. There is a considerable difference in average student learning achievement between using Teams Games Tournament cooperative learning and not using it. This method of learning facilitates quicker comprehension for pupils by engaging them in educational games relevant to the study topic.

Penerapan Metode Bernyanyi Dalam Peningkatan Prestasi Pembelajaran Bahasa Arab Di Kelas Tinggi MI Ar-Rahman Jetis Mojokerto

This research aims to determine the effect of the singing method in improving Arabic language learning achievement at MI AR-Rahman, Parengan Village, Jetis District, Mojokerto Regency. This research use desciptive qualitative approach. The subjects in this research consisted of two classes, namely class IV and class V. The data collection techniques used interviews, observation, questionnaires, test questions, documentation. Meanwhile, the data analysis technique used is qualitative descriptive analysis. It can be concluded that the singing method can be said to be successful and suitable for use to improve the ability to remember Arabic vocabulary for MI AR-Rahman Dusun Parengan students, Parengan Village, Jetis District, Mojokerto Regency, East Java.

Self-Efficacy, Teacher’s Attitude, and English Language Learning Achievements

Student’s learning achievement is affected by internal and external factors. This study aimed to discover the relationship between self-efficacy and teachers' attitudes with SMP N (State Junior High School) 1 Bantul student learning achievement in English language subjects. The self-efficacy variable is considered the internal factor, while the teacher’s attitude is one of the external factors. This study is quantitative research using the non-experimental research design and correlational approach. The research population involved 320 students of Grade VIII of SMP N 1 Bantul, selected using the cluster random sampling technique. The research data were collected using the self-efficacy scale adapted from Gafoor & Ashraf (2006), the teacher’s attitude scale compiled by Yuzarion (2014), and students’ final semester examination grades from the Even Semester Year 2022/2023. The data analysis technique applied to analyze these data was multiple linear regression using the assistance of the SPSS application. In the minor hypothesis testing, an R-value of .539 was obtained for the self-efficacy variable, and .690 for the teacher attitude variable with a probability value of .000. Based on the results of multiple regression analysis for the major hypothesis, an R-value of .701 was obtained with a probability value of .000. These results mean that there is a strong relationship between self-efficacy and teacher attitudes towards student’s learning achievement. The effective contribution separately for the self-efficacy variable is 8.8% and 40.3% for the teacher attitude variable. The total effective contribution is 49.1%, with the remaining 50.9% influenced by other variables not discussed in this research.

Satisfaction with Online Chinese Learning among International Students in China: A Study Based on the fsQCA Method

The outbreak of the COVID-19 pandemic compelled Chinese international education to swiftly move online. Conducted in late 2021, this survey study collected self-reported data on online learning environments, student engagement, Chinese as a foreign language (CFL) learning achievement, and student satisfaction among 440 international students in Chinese higher education institutions. Based on the configuration perspective, fuzzy set qualitative comparative analysis (fsQCA) was used to explore the multiple concurrent paths of the online learning environment (the accessibility of online learning resources, student interaction, teacher support, course organization), student engagement, and learning achievement affecting international students’ online CFL learning satisfaction. The results indicate that satisfactory teacher support combined with student engagement was an important path leading to international students’ satisfaction with online CFL learning. Meanwhile, the inadequate accessibility of online learning resources combined with the absence of learning achievement was likely to trigger international students’ dissatisfaction with online CFL learning.

Robots’ Social Behaviors for Language Learning: A Systematic Review and Meta-Analysis

Although robots’ social behaviors are known for their capacity to facilitate learner–robot interaction for language learning, their application and effect have not been adequately explored. This study reviewed 59 empirical articles to examine the contexts and application of various social behaviors of robots for language learning, and conducted a meta-analysis of 18 study samples to evaluate the effect of robots’ social supportive behaviors on language learning achievement. Results indicate that robots’ social behaviors have mostly been applied in the studies with K–12 students, for learning vocabulary in English, including small sample sizes of below 80 participants, and lasting for one session. Second, various verbal and non-verbal behaviors of robots have been identified and applied, showing mixed results on language learning achievement. Third, robots’ social supportive behaviors have produced a positive effect on language learning achievement compared to neutral behaviors (g = 0.269). Finally, detailed suggestions for future research are discussed.

The Impact of High School Preparatory Classes on English Achievement, Anxiety, and Motivation

This study aimed to examine the relationship between achievement in language learning, language anxiety, and motivation in high school students who took and did not take preparatory classes. This study used a quantitative method to describe all students’ responses to a list of questions. Ex post facto analysis, a quantitative method design, was used in this study. The study involved 468 students enrolled in the public Anatolian high schools. The data was collected using the Foreign Language Learning Anxiety Scale and the Motivation Scale in English Language Learning. The high school students' English achievement levels were calculated using their end-of-year English grades. The data was analyzed using the T-test, Pearson Correlation, and Regression Analysis. According to the results, preparatory classes motivate students to learn a foreign language. Students who participated in preparatory classes were more inspired than those who did not. Students who took preparatory classes outperformed students who did not take preparatory classes in terms of achievement and achieved more outstanding English-language scores. Moreover, it was revealed that students' anxiety affected their English-language achievement negatively, while motivation increased the achievement of learning English.

Students’ Optimal Engagement in EFL Large Classes: A Qualitative Phenomenological Study in East Nusa Tenggara

In recent years, there has been an increasing interest in researching students’ engagement in English as foreign language (EFL) classes as students’ language learning achievement is shaped by their engagement in class. Yet, the study of students’ engagement in EFL large classes has received relatively little empirical attention. This qualitative phenomenological study aims at exploring how teachers perceive the factors boosting students’ optimal engagement and what strategies they use to boost students’ optimal engagement in EFL large classes. Ten university teachers with adequate experience of teaching EFL large classes in East Nusa Tenggara-Indonesia participated in this study. Semi structured interviews were used to elicit the teachers’ perceptions and interpretations of students’ optimal engagement. The results revealed five factors affecting students’ optimal engagement in EFL large classes: teaching strategies, individual motivation, student-teacher relationship, students’ English proficiency, and teaching facilities. Additionally, the teachers applied instructional and affective strategies to boost students’ optimal engagement in EFL large classes. Based on the study results, we offered some pedagogical implications for the teachers and their institutions.

RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND ACHIEVEMENT WITH LEARNING MOTIVATION AMONG STUDENTS OF CHINESE AS FOREIGN LANGUAGE PROGRAMME IN MALAYSIA

In Malaysia, teaching Chinese as a foreign language began in 1963 and has grown in popularity. Language Learning Strategies, or the measures students take to increase their learning, are critical to the final success of Chinese as a Foreign Language. Student achievement is determined by the application of language learning methods. Learning motivation, on the other hand, has a significant impact on academic achievement. This study's purpose is to (1) investigate the level of Language Learning Strategy, Learning motivation, and Language Learning achievement. (2) To investigate the relationship between Language Learning Strategy and Language Learning achievement; (3) To investigate the relationship between Language Learning Strategy and Learning motivation; and (4) To investigate the relationship between Learning Motivation and Language Learning Achievement among students of the Chinese as a Foreign Language programme in Malaysia. The collected data were analysed quantitatively using SPSS for descriptive analysis and the relationship between language learning strategies, learning motivation, and achievement. The Pearson correlation analysis showed the highly correlated between language learning strategies, learning motivation, and achievement.

Review and Enlightenment: The Influence of Foreign Language Enjoyment on Learning Achievement

Since positive psychology has been introduced into the field of second language acquisition research, foreign language enjoyment has gradually become the focus of emotion research in second language learning. Based on the CNKI database and the core collection database of Web of Science, this paper uses CiteSpace (5.8.R3), a bibliometric tool, to make a visual analysis of positive psychology research and foreign language enjoyment research in foreign language and literature disciplines, aiming at exploring the relationship and influence factors between foreign language enjoyment and foreign language learning achievement from key words and countries (regions) of distribution, so as to provide enlightenment for foreign language teaching.

Exploring the Relationships between EFL Learners’ Foreign Language Classroom Boredom, Foreign Language Classroom Learning Engagement and Learning Achievement

The impact of emotions on the learning process and learning achievements has gained increasing attention in recent years, with particular emphasis on the significance of boredom. Boredom detrimentally influences learners’ cognitive resources, hampers their level of engagement, and consequently restricts academic achievement. The current study explores the relationships between these factors using self-reported scales. The results indicate a significant negative correlation between boredom and engagement and a significant moderate negative correlation between boredom and English learning achievement. A significantly high positive correlation was found between engagement and English learning achievement. And these two factors were demonstrated to be significant predictors of English learning achievement. The findings broadened the nomological network of boredom, engagement, and learning achievement in the EFL context and provided insights to mitigate learners’ boredom and enhance their engagement and learning achievement.

‘Flatbread and lollipops:’ social funds of identity in the trilingual journey of a refugee-background student

ABSTRACT The purpose of this paper was to examine the role of social Funds of Identity (FoI), as expressed in significant others, in the promotion of language learning for a young refugee-background child. It is based on an ethnographic study that spanned across two years, shortly after the relocation of the child and her family in the U.S. The findings are structured in three themes: (a) activities that promoted language learning; (b) artifacts that symbolized achievement in language learning; and (c) discourses that promoted a multilingual learner identity. The significance of this study lies on its aim to expand the FoI with attention to specific ways in which FoIs are negotiated in the dialectic space of interactions.

Self-Regulated Learning and Listening Achievement of Turkish EFL Learners: Does Flipped Classroom Matter After Post Pandemic Recovery

Flipped classroom model has been an important pedagogical tool that has been widely incorporated and researched in recent years. Current studies have scrutinized the effect of the model on the achievement of language learners. The purpose of the present study is two-fold: (i) to examine whether the flipped classroom model has an impact on B1 level Turkish students attending English preparatory program at school of Foreign Languages in a state university, and (ii) to investigate if the flipped classroom model yields different results on the self-regulated learning levels of the participants. The participants of the study consist of 60 B1 level prep-class students attending B1 level Listening course, with 2 classes each including 30 students. Firstly, the students in one class were classified as control group (CG) and the ones in the other class as experimental group (EG). During the 8-week B1 module process, the listening lesson was taught with the traditional method in the CG and with the flipped classroom model (FCM) in the EG. The data were gathered through pre and post-tests of listening skills achievement exam and self-regulated learning scale. As for data analysis, mixed ANOVA analysis was used. The findings showed no significant difference on self-regulated learning levels but on listening skills achievement scores. Suggestions were discussed accordingly.

Learners’ View of English Language Learning Through Modular Approach - A Phenomenology

This research aimed to explore the views of English language learners of selected Grade six of Tenorio Elementary School, Maguindanao-II Division, who were undergone the modular approach to learning during the COVID-19 Pandemic. The Collaizi’s (1978) seven steps strategy in phenomenological approach was utilized to provide rigorous analysis of data. The purposive sampling technique was used to select the participants relevant to the research study. The researchers’ made semi-structure guided interview questionnaire with in-depth interview to the participants to explicate the research phenomena. Thus, study revealed that, learners experiences of modular learning affected by personal, teacher, subject matter and technological factor were Acclimatization to Modular Learning, Extrinsic Motivation, Health Issue, Lack of Adult’s Guidance or Teacher Supervision, Complexity of Subject Matter, and Quality Content of Module. Consequently, learners experiences as affected by technological factors were Power Outrage, Accessible to Internet, Lack of Mobile Phone. Moreover, learners observed attitude among in ELL through modular approach were, Knowledge of Content of Module, Development of Macro Skills, Views of Importance of ELL, Preference of Face to Face Learning. Constant Reading and Pre-reading, and Utilization of YouTube Video Lessons. Hence, the effects of learner’s attitude towards modular approach were, Learning Through Social Media Platform, Lack of Engagement of Learning and Guessing Only of Answers. Therefore, various studies have examined the effects of attitudes on ELL; however, few have worked on the influence of attitudes on ELL in the course of the Covid-19 pandemic. Synonymous to popular belief that a proper and positive attitude is imperative for achievement in language learning (Gardner, 1985), the study finds out that positive attitude towards modular learning brings positive actions which resulted to positive effects in ELL performance and that a negative attitude brings unlikely effect in ELL performance.

The Influence of Self-Confidence on Student Learning Outcomes: A Study on 10th Grade Students in High Schools in The Bebandem District, Karangasem Regency, Bali Province

Students who have general self-confidence will be able to overcome fears or negative thoughts. Usually, students who have a high level of self-confidence will also have high academic achievement as well. While doing observation, the researcher found that some of the students have problems with their self-confidence. There were several phenomena already found, such as (1) the students were not able to express their thoughts and opinions when the students did the speaking activities. (2) the students were not confident while answering the question given. This study aimed to determine the correlation between students’ self-confidence toward student learning achievement in English language learning in tenth-grade students in the Bebandem district. This study is an ex-post-facto research design with a correlational technique and questionnaire method with 73 students in tenth grade in the Bebandem district were a sample of this study. Questionnaires of Students’ Self-confidence and documentation toward students’ report cards were used to collect the data then Descriptive statistics, and determination tests were used to analyze the data. Based on the data analysis it was found that there is a significant correlation between students’ self-confidence toward students’ learning achievement in English learning of tenth grade in the Bebandem district with a correlation value (0.099) and p-value (0.023) > 0.05. Based on the determination test is only 0.98 students’ self-confidence can explain the variance of learning achievement and 99.02% predicted by another variable that not examined in this study. The results of this study are by the theory from previous studies which mostly obtained results that there was a significant correlation between students’ self-confidence and learning achievement.