Language Learning Experience Research Articles

A Heritage School for Young Korean American Students

The purpose of this study is to understand how a local heritage school in a rural area supports young Korean American students’ learning of heritage language towards the maintenance of cultural identity through the lens of Self-Determination Theory. This study addresses three research questions: How has this Korean school nurtured student motivation for learning their heritage language and culture through competence support? How has this Korean school nurtured student motivation for learning their heritage language and culture through relatedness support? And how has this Korean school nurtured student motivation for learning their heritage language and culture through autonomy support? This study was guided by a qualitative case study following Merriam and Tisdell (2016) to produce a holistic description through multiple forms of data collection including interviews, observations, and document analysis. The findings provide the context of the heritage language learning experiences of young Asian American students in the United States, addressing their unique challenges. Findings also highlight that participation in the heritage school created a bridge, connecting Korean and American cultures with community, among a minority population in a rural area; built students’ self-identity; and enhanced the competence of participants’ mother-tongue-language as well as their cultural literacy. This study emphasizes the significance of creating environments where young Asian American students feel a sense of belonging to aid the development of these competencies, especially in rural areas.

Global mobility reimagined: Navigating traditional and virtual study abroad management

Academic mobility has become essential to higher education, fostering global collaboration, cross-cultural engagement, language learning, and transformative educational experiences. Programs such as Erasmus+, UMAP, and Global Virtual Exchange enable millions of students, educators, and administrators to navigate the complexities of crossing borders—both physical and virtual—broadening perspectives, fostering international connections, and enhancing educational outcomes. However, these initiatives continue to encounter significant challenges, such as logistical complexities, a shortage of specialized support personnel, and the pressing need for staff development and effective digital tool integration. Additionally, identity and inclusivity remain central to the discussion, highlighting the importance of equity and critical engagement in mobility programs. To meet these demands, institutions are reshaping their frameworks and policies to ensure accessibility, cultural sensitivity, and effectiveness in mobility programs across the globe.

Centering Empathy Through Embodied Experiential Learning in Teacher Education

ABSTRACTDeveloping empathy in teacher education is essential as it contributes to increased sensitivity and understanding between teachers and their students. This is especially important for preservice content‐area teachers (PCTs) who may have limited linguistic awareness yet will be potentially teaching emergent multilinguals in their mainstream classrooms. In response, this inquiry explored the role of a simulated language learning experience (SLLE) as an embodied approach to center empathy in PCT training. Framed by Dewey's theory of experience, it used a qualitative composite narrative approach to explore PCTs' felt experiences and empathetic development through embodiment. Findings showed that emotional intensity appeared to be the strongest factor in producing empathetic reactions followed by disengagement due to lack of understanding. In contrast to similar research, participants continued to experience intense emotional and physical responses to the lesson even when supported by TESOL strategies. The embodied experience provides a pedagogical example for building empathy while also presenting implications for increased reflection to avoid false empathy.

L2 Writing with AI: Perceptions and Engagement of EFL Learners in China

Despite the growing use of artificial intelligence (AI) in foreign language education, research on how learners perceive and engage with AI tools remains limited. This study explores the perceptions and behaviors of Chinese EFL (English as a Foreign Language) learners regarding AI-assisted second/foreign language (L2) writing. Through qualitative thematic analysis, we examined data from 80 first-year undergraduates at a university in South China. The findings reveal that students perceive AI as significantly enhancing writing quality and efficiency in four key areas: language optimization, literature processing, content generation, and strategic support. While they recognize both the advantages and limitations of AI, these perceptions shape their engagement with these tools. The study also discusses the evolving nature of academic writing skills in the digital age, emphasizing the need for new pedagogical strategies. The results suggest a collaborative model that combines human creativity with AI capabilities to enhance the foreign language learning experience.

Language and Literacy Learning Experiences of Deaf Students in Multilingual Primary Teacher Education Classrooms in Zambia: A Case Study of Kitwe College of Education

This study explored the language learning experiences and challenges faced by deaf students in multilingual classrooms at Kitwe College of Education, specifically within the Primary Teachers Diploma program. It examines how the language barriers in a curriculum designed primarily for hearing students impact deaf learners' literacy development. Using a case study approach, data were collected from focus group discussions, classroom observations, and document review, focusing on first, second, and third-year students. Stratified purposive sampling was employed to select 15 students from across the academic levels. Thematic analysis was used to identify key themes in language and literacy learning. The study highlights significant challenges related to auditory-based instruction, such as phonics and phonemic awareness, which are inaccessible to deaf students. The lack of consistent sign language interpreters and difficulties understanding English-based literacy instruction were recurring issues. Deaf students also struggled with reading fluency, grammar, and syntax. Peer teaching proved valuable, but adapting the Primary Literacy Program (PLP) for deaf students was challenging. Despite communication barriers, Zambian Sign Language (ZSL) and visual aids were helpful. The study calls for an inclusive educational environment by integrating ZSL into the curriculum, revising literacy strategies, and developing more inclusive assessment methods. Educational policy should be revised to better address the linguistic needs of deaf students, ensuring equitable access to learning opportunities.

Examining the Influential Mechanism of English as a Foreign Language (EFL) Learners’ Flow Experiences in Digital Game-Based Vocabulary Learning: Shedding New Light on a Priori Proposed Model

Over the last ten years, continuous attention has been paid to the use of digital games in vocabulary learning. Their effectiveness and availability have been widely discussed. However, the experiences of language learners and the underlying patterns of their engagement while using digital games for vocabulary learning remain underexplored. In order to fill this significant gap, this study aimed to examine the influential mechanism of English as a Foreign Language (EFL) learners’ flow experiences in digital game-based vocabulary learning (DGBVL). The sample consisted of 306 Chinese EFL learners who had DGBVL app usage experience, and data collection was based on a DGBVL flow experience instrument employed through an online platform. Structural equation modeling (SEM) was employed to assess the reliability and validation of the existing scale for various DGBVL apps. A multi-group analysis was then conducted, revealing that the influential mechanism was a process in which the effects of antecedents on outcomes could be mediated by flow experiences. In addition, the role of usage frequency was also explored, and three paths were found to differ across three usage frequency levels (i.e., seldom, sometimes, and always): the effect of balance of skill and challenge on enjoyment, the effect of enjoyment on satisfaction, and the effect of perceived learning on satisfaction. These findings provide new insights for the influential mechanism of flow experiences and will assist EFL learners in optimizing their learning outcomes in digital game-based vocabulary learning.

The Application of Digital Media in Preschool English Education

With the rapid evolution of digital technology, the application of digital media is becoming increasingly important in the field of education, especially in the English learning of preschool children. This shift has prompted educators to rethink traditional teaching methods and explore how to effectively utilize new technologies to enhance the experience and effectiveness of language learning. Based on constructivist learning theory, this paper investigates how digital media promotes language acquisition and cognitive development in preschool children through rich audio-visual input. Through the classification of digital media tools, it provides a thorough analysis of the varied applications in collective teaching, regional activities, and family education, critically examining the functions and effects of digital media in each context. In addition, a detailed analysis is provided on the use of digital media tools, their impact on teachers' instructional strategies, and the acceptance and interactivity of these tools by children during the learning process. The unique advantages of digital media in English teaching are also evaluated in the paper, while its limitations are highlighted. The results indicate the challenges faced in the application of digital media and propose a series of coping strategies to promote its effective implementation in preschool English teaching. In the future, the potential of digital media in educational technology should be explored, with further research to better support children's language learning and development

Vocabulary learning strategies used by non-English major students: A case study at Saigon University

This study investigated the vocabulary learning strategies employed by 59 sophomore students majoring in Culture and Tourism at Saigon university. Participants were selected through convenience sampling from among sophomore students majoring in Culture and Tourism at a university in Saigon. They had completed a Basic English course and were currently enrolled in English for Specific Purposes. Recognizing the crucial role of vocabulary in language learning and the need for effective learning strategies, this research aimed to identify the most and least frequently used strategies by these non-English majors. Furthermore, the study explored the underlying reasons for the frequent use of specific strategies. The findings of this study are expected to provide valuable insights into the vocabulary learning behaviors of this specific student population and offer practical guidance for enhancing their language learning experience.

Vietnamese EFL Lecturers’ Perceptions of the Role of ChatGPT in Facilitating Language Acquisition Among Their Students

This qualitative study investigates the perceptions of Vietnamese EFL teachers regarding the role of ChatGPT in Second Language Acquisition (SLA). Amidst the growing integration of Artificial Intelligence (AI) in education, this research focuses on understanding how educators at different career stages perceive the effectiveness of ChatGPT in enhancing language learning experiences. Employing semi-structured interviews, the study engaged nine teachers from two educational institutions in Vietnam. Thematic analysis, guided by the Technology Acceptance Model (TAM) and the Constructivist Theory of Learning, revealed multiple roles of ChatGPT in SLA. These include its use as a conversational partner, a tool for immediate feedback, a facilitator of cultural exposure, and an enhancer of linguistic competence. Additionally, ChatGPT was recognized for supplementing traditional teaching methods, encouraging self-directed learning, personalizing learning experiences, and providing diverse language exposure. Further roles included bridging communication gaps, simulating real-world scenarios, and fostering continuous learning, motivation, and engagement. The study highlights the potential of AI tools like ChatGPT to transform language teaching methodologies, offering more interactive, engaging, and personalized learning experiences. This study contributes valuable insights into the evolving landscape of technology-enhanced language education and the roles AI can play in enriching SLA practices.

SUPRASEGMENTAL FEATURES OF PRONUNCIATION

This quantitative study utilized a descriptive research design that examined the suprasegmental skills, specifically pitch and stress, of the 41 Grade 12 students at a public school in Misamis Occidental. A researcher-made survey questionnaire was utilized, and the researchers adopted two reading materials from two different studies to measure the proficiency level in terms of pitch and stress of the respondents. The statistical tools used to treat the data were frequency and percentage distribution, mean, and independent t-test. The results revealed that the respondents were aged 17 to 20, almost evenly distributed between middle and late adolescence, comprising 51.22% males and 48.78% females, all belonging to the poor cluster, with 82.93% earning less than ₱9,520. Also, they are not competent when it comes to their proficiency level in terms of pitch and less competent in terms of stress. Lastly, there was no significant difference in the proficiency level in terms of pitch and stress when respondents are grouped according to age, gender, and SES (income). The researchers recommended incorporating targeted interventions, such as interactive pronunciation exercises and tailored instructional materials, to enhance suprasegmental proficiency in ESL/EFL classrooms. These interventions can contribute to more effective language learning experiences for Grade 12 HUMSS students, addressing the identified low proficiency levels in pitch and word stress.

Crossing Language Boundaries on Campus: Using a SALC as a Learning Space For Interactive Homework

This small-scale study investigates the experiences of students engaging with a Self-Access Learning Center (SALC) at a Japanese university. The study focuses on students’ interviews with international exchange students in the SALC and subsequent reflections on these experiences as part of an English course assignment. Thematic analysis of the reflections reveals four main themes: curiosity to broaden one’s mind, overcoming anxiety and low self-efficacy, positive affect from connecting with others in English, and motivation and perseverance to learn English. The findings highlight the complex interplay of emotions, motivation, and language-learning experiences in the reflections. Despite initial challenges and some negative emotions, many students reported positive outcomes, including increased interest in foreign cultures, improved language confidence, and enhanced motivation to continue learning English. The study underscores the importance of SALCs in facilitating meaningful language learning experiences outside the traditional classroom.

Integrating a SALC Into a Short-Term Study Abroad Program: Analyzing One Former Student’s Experience

Over the past 20 years, many universities in Japan have established self-access learning centers (SALCs) on their campuses. Proponents highlight the benefits SALCs offer to learners such as spaces for conversation practice, fostering friendships, supporting both guided and autonomous learning, and facilitating cross-cultural interactions. However, SALCs often remain isolated within their institutions, prompting growing interest in how to better integrate them into the broader university environment. In this paper, we first describe how the SALC at Hirosaki University has been integrated into Hayabusa College (a short-term study abroad program). Then, using an autobiographical narrative based on the second author’s experiences as a former Hayabusa student and English learner, we analyze key stages of her learning process. Framed within the context of Self-Determination Theory, we examine how her basic psychological needs—autonomy, competence, relatedness, and a fourth candidate need, novelty—were met. The paper highlights the potential of autobiographical narratives to trace language learning progress and demonstrate the role of SALCs in this process, offering insights into the unique experiences of language learners.

Foreign language learning experiences and future of language education- Insights from Secondary School Learners in Ulaanbaatar

This paper explores the motivational dimensions behind Chinese and English language learning among secondary school learners in Ulaanbaatar, Mongolia, using Zoltán Dörnyei’s L2 Motivational Self-System (L2MSS) （Dörnyei, 2005). Focusing on “learning experiences” and “learning visions”, the study utilizes a modified L2MSS questionnaire to collect responses across five key dimensions: Travel Orientation (TRO), Fear of Assimilation (FOA), Curriculum (CU), International Posture (IPO), and Attitudes Toward Learning Foreign Language (ATLFL). The results indicate that Chinese learners exhibit varied motivations influenced by curriculum, cultural context, and career aspirations, whereas English learners show heightened motivation driven by global engagement. This study provides recommendations to further strengthen motivational engagement in foreign language learning.

Unpacking the Antecedents of Boredom and Its Impact on University Learners’ Engagement in Languages Other Than English: A Qualitative Study in the Distance Online Learning Context

ABSTRACTAlthough psychological factors such as emotion and engagement have gained increasing attention for their role in language learning success, a substantial gap remains in understanding the sources of boredom and its impact on learners’ engagement, whether behavioural, affective or cognitive, in languages other than English (LOTE). This study employs questionnaires and semi‐structured interviews to examine the cause‐and‐effect relationships between antecedents, boredom and engagement in a distance online learning context among university Chinese as a second language (CSL) teachers and learners (N = 17) from China. The findings suggest that (1) boredom is primarily a student‐oriented construct influenced by physical fatigue and academic regression. Teacher‐related factors, such as a slow and predictable teaching pace, dull classroom design, lack of questioning, explanations and untimely feedback, also contribute to boredom, along with learning tasks (e.g., repetitive, mechanical and over‐challenging tasks), and internet‐related issues. Boredom is notably more present in listening courses rather than in integrated Chinese courses. (2) Boredom primarily affected learners’ behavioural engagement (e.g., distraction, sleepiness, mind‐wandering, and task abandonment) and subsequently impaired their cognitive (e.g., concentration, comprehension) and emotional (e.g., anxiety, anger) layers. This study elucidated the intricate interconnections between layers within engagement and beyond, and the interrelationships among a list of factors across conative (engagement, effort and motivation), affective (boredom, anxiety and anger) and cognitive (concentration, comprehension and reasoning) dimensions in a domain‐specific and skill‐specific manner. In closing, pedagogical implications for both educators and learners are discussed to reduce boredom and enhance learners’ classroom engagement, ultimately improving learning outcomes and the overall language learning experience.

A Method for Sharing English Education Resources in Multiple Virtual Networks Based on 6G

ABSTRACTThe rapid advancement of communication technologies, particularly in English language learning, is sharing education with the implementation of sixth‐generation (6G) networks, offering immersive and interactive learning experiences. The purpose of the research is to establish an advanced method for sharing English education resources across multiple virtual networks enabled by 6G technology. Traditional resource‐sharing systems lack the effectiveness and optimization requirement for large‐scale instructional assignments, especially in virtual settings with various user demands. To address this, the study proposed a novel Dynamic Tunicate Swarm Refined Graph Neural Networks (DTS‐RGNN) model to optimize resource allocation and improve the efficiency of resource sharing among educational tasks. The approach uses TSO for resource allocation scalable through 6G technology and GNN for task assignment according to the previous performances and interaction with the students to balance resource utilization. The experimental group performed writing (90%), sharing (91%), listening (85%), and reading (75%), finishing the task in 5.5 s at 1000 GB. Throughput increased by 5.0 GBps and resource utilization efficiency improved to (96%) and student outcomes showed high satisfaction (93%), retention (89%), and engagement (90%). The findings demonstrated the proposed method significantly improves the sharing of online English education resources, promoting more interactive and effective language learning experiences in virtual networks.

Improving English Speaking Proficiency Among Non-English Major Learners in Malaysia Through Mobile Language Learning Applications

The proliferation of mobile technology has revolutionised language learning, particularly with the advent of mobile language learning applications. This qualitative study investigates the motivations, preferences, and challenges of non-English major learners in Malaysia using mobile language learning apps to improve English speaking proficiency. This study is motivated by the persistent challenge Malaysian non-English major learners encounter in attaining English-speaking proficiency due to limited practice and classroom constraints. Mobile language apps offer versatile platforms with live sessions and personalised learning, addressing these obstacles. Drawing upon the Technology Acceptance Model (TAM) 3, the research explores the participants’ perceptions of usefulness, ease of use, and psychological factors influencing their acceptance of interactive language apps like Duolingo and specialised speaking-focused platforms such as Tandem. Through in-depth interviews with 20 non-English major university students, findings reveal diverse motivations driving app usage, ranging from career prospects to personal enrichment and cultural curiosity. While participants report positive impacts on pronunciation, vocabulary acquisition, and fluency, they also encounter challenges related to pronunciation feedback accuracy, self-discipline, and the limitations of app-based instruction. Recommendations include customising app content to align with individual motivations, enhancing app features to address pronunciation feedback accuracy and motivation issues, and integrating traditional classroom instruction with mobile app-based learning for a more comprehensive language learning experience. This study highlights the importance of accommodating non-English majors’ needs in mobile language learning apps.

Empirical Study of L2 Motivation and Motivational Learning Behaviors among College Students in English for Medicine Class

This study examines the relationship between L2 motivation and motivational learning behaviors among college students enrolled in an English for Medicine course at a university in Zhejiang, China. It aims to help language teachers gain a deeper understanding of the relationship among constructs in the L2 Motivational Self System and how constructs like the Ideal L2 Self, Ought-to L2 Self, and Second Language Learning Experience influence students’ motivational learning behaviors using the L2 Motivational Self System framework. Eighty medical students were included as a sample, and a structured questionnaire was used to gather the quantitative data. Through a quantitative analysis, it is found that the students’ motivational learning behaviors are significantly predicted by both L2 motivation and Second Language Learning Experience, with a moderate influence from the Ideal L2 Self. Additionally, the Ought-to L2 Self had less impact on the students’ learning behaviors. The findings show that fostering intrinsic motivation and providing a supportive learning environment is necessary to improve students’ engagement and effort in English for medicine courses.

Becoming bilingual when access to the minority language may be compromised

Between September and December 2023, Babylonia collected questions from parents regarding their children's language development. This article aims to answer the following questions: We want our daughter to be fully bilingual - with such a high dominion of each language that people question whether she speaks any other language at all. Both my husband and I speak Spanish and English in this way, having grown up in Mexico going to an English-speaking school and then moving to the US for university and the rest of our adult lives. The actual question: how can we recreate this for our daughter, knowing that she is in the US and will not be immersed in Spanish the way we were when growing up. Plus finding Spanish-speaking child care is hard—- is two days on the weekend and evenings in Spanish enough to have her be bilingual? What would you recommend we do so that we set her up for success in both languages? She is 8 months today. I am a non-heritage speaker of another language (Spanish). I can speak fluidly but still make errors that native speakers do not make. My husband and I would like our daughter - currently 2 months old - to be fluent in the second language (Spanish) and plan to enroll her in a bilingual learning environment once she is old enough. In the meantime we join a once per week bilingual storytime, and try to read her stories in Spanish at home. My question is: for language exposure & acquisition, is it better for me to try to speak Spanish to her at home if my Spanish has errors, or just wait, stick to small exposures for now, and let her learning come primarily once she has started daycare/preschool? [Summary generated by Poe - we refer the reader to the full article in PDF format for a complete answer] This article discusses the challenges of bilingual development in children particularly in contexts where access to a minority language, such as Spanish in an English majority context, may be compromised. Interaction with fluent speakers is essential for language learning. It is beneficial for parents to speak the minority language at home and create an environment in which its use feels natural. Regular exposure, even if limited, supports the development of language skills, and exposure to varied contexts and diverse speakers is encouraged. The author recommends access to the minority language through interactions with other adults and children who speak that language, and continued use of this language even once the child starts school. Additionally, enrolling the child in a bilingual school or a school where the minority language is used as a medium of instruction can be beneficial. Finally, she notes thatparents play a key role in creating a rich language environment and promoting a positive language learning experience. In summary, the author recommends that parents: Use the minority language at home and create an environment in which it is natural for the child to use it. Expose the child to other adults and children who speak the minority language. Continue to use and expose the child to the minority language once they start school. Consider enrolling the child in a bilingual school or a school where the minority language is used as a medium of instruction. Don't give up, as there may be occasional ups and downs in the child's uptake of the language.

Investigating the Impact of Scaffolding Strategy on EFL Learners’ Writing Skill at Soran University

This study aims to investigate the effect of scaffolding on learners' English writing skill. In order to carry out this study, sixty-one English major sophomore students were selected from faculty of Arts at Soran University in the academic year 2022-2023. For the purpose of data collection, a quantitative quasi-experimental method was used. Both pre-test and post-test were undertaken with two groups; the control group which received the traditional method, and an experimental group who implemented the scaffolding instruction. Following the administration of tests, the students' scores were collected, and the results were statistically analyzed. The findings of the study reveal that the students who received instructions through the scaffolding strategy performed better than those who have been taught with the traditional method. The study highlights the importance of using scaffolding strategies in language instruction and suggests that educators should incorporate these strategies into their teaching practices to enhance the language learning experience for their students.

Online Social Learning and Instructional Presence: Enhancing English Education at a Jordanian University

Due to the rapid growth of online education, universities have maximised their English language learning experiences. This study explores English language learning communities in synchronous and asynchronous online contexts, focusing on social and instructional presence. The sample included 10 English language, literature, and translation students. Open-ended questions were asked in a small focus group to promote reflective conversation. The intricacies of social and instructional presence in online learning are made clear by this qualitative method. By concentrating on the complex relationships and common perspectives that emerge in targeted group discussions, the study revealed how students view their interaction with social and instructional presence to enhance English language instruction in the digital environment. The study offers important information for customising approaches used at the university. Combining these strategies may enhance virtual learning environments, mainly the English language courses offered by the university.