Language Learner Students Research Articles

Authentic Social-Cultural Reading in Foreign Language Learning and Teaching

The paper concerns the use of authentic social-cultural reading materials in foreign language learning and teaching of international students. The study was started from the assumption that authentic materials allow international students to link mastering a foreign language and the real world since they meet learners’ needs and contribute to better social adaptation in a foreign country. The purpose of the article is to characterize the place and role of work with authentic social-cultural reading materials in foreign language learning and teaching of international students. The theoretical and mixed methods were used to achieve the purpose. The study was conducted with first-year international students of different faculties of SNAU. In the context of the mixed method both quantitative (numerical) data from questionnaire (in the middle of the semester) and qualitative (namely students’ comments, observation and analysis of students’ activity during foreign language classes, monitoring the students’ reaction to the use of authentic reading materials from different sources (printed mass media, TV, Internet) throughout the semester were gathered and processed to bring the results together in the overall interpretation. Conclusions: the outcomes demonstrate that international students consider authentic social-cultural reading worthwhile and see more potential advantages in work with them than constraints. International students support using different thematic materials from personal contexts (family life and habits) to public ones (country’s traditions and events). The benefits of using them also include a possibility for enhancing reading skills, acquisition of the language and reality of the foreign country, better students’ social adaptation, and motivation to learning.

Preparing Culturally and Linguistically Responsive Teachers: Developing an Equity-Oriented Teacher Education Curriculum

Abstract As classrooms worldwide are becoming increasingly diverse, teacher education programs need to develop an equity-oriented curriculum, integrating domains of knowledge that prepare all classroom teachers to support the academic content and language learning of immigrant students. The first step of such an effort is to systematically examine the existing curriculum for its strengths and gaps. Using the conceptualizations of culturally and linguistically responsive teachers as an analytical tool, the study critically examined 31 out of 110 course readings required by five teaching methods courses of a US nationally ranked elementary teacher education program. The findings reveal an overall restricted focus on issues of supporting bilingual students and a discrepancy among topics addressed in different subject areas. The study calls for problematizing the “just good teaching” mindset, dismantling the deficit and monolithic portrayal of bilingual communities, acknowledging the complexity of teaching bilingual learners, and striving for conceptual coherence in curriculum reconstruction.

Multilingualism and its role in identity construction: a study of English students’ perceptions

ABSTRACT This study aims to explore how university students of English as a foreign language perceive themselves as multilingual agents, how they practice their languages, and how this affects their identity. The study is based on Kramsch’s notion of third place (1993) which considers foreign language learning as an opportunity for the construction of interculturality, thus causing learners to redefine themselves as they hybridise their cultural identity. Data is gathered through an interview and a focus group discussion with 32 English language learning students at a public university in Morocco. The data is thematically analyzed and discussed. Findings indicate that multilingual learners think positively of multilingualism and avail themselves of their languages, using all of them but in different contexts. They also claim they experience identity shift, thus sustaining and developing multiple identities flexibly thanks to the languages they use. Such findings indicate that multilingual students are defining and redefining their cultural identities as modern, global, open and intercultural citizens under the impact of multilingualism. In light of the results obtained, some implications are discussed.

ISU DAN CABARAN GURU CINA DALAM PENGAJARAN BAHASA MELAYU DI SEKOLAH JENIS KEBANGSAAN CINA

This concept paper discusses the issues and challenges faced by Chinese teachers in teaching the Malay language at Sekolah Jenis Kebangsaan Cina (SJKC). In accordance with the functionality of the Malay language as the national language, the Malay language should not only be mastered by the Malays but for all races in Malaysia. Good command of the Malay language can foster the self-esteem of every citizen in this country. The Malay language is also a compulsory subject that should be studied by every student, including students at SJKC. Teaching the Malay Language by Chinese teachers in SJKC is not an easy job because Chinese students are not native speakers of the Malay language. It is much different from their native language, the Malay language is only used by Chinese students during lessons and they seldom use it in their daily life. Chinese students are lack interest in learning the Malay language because it seems that learning the Malay language is very difficult for them. Therefore, the Chinese students’ achievement in the Malay language is still not satisfactory. Thus, the main focus of this concept paper is to analyse the issues and challenges faced by Chinese teachers in teaching the Malay language. These challenges make it difficult for teachers in ensuring satisfactory achievement among pupils. Various methods should be taken to improve the quality of teaching the Malays language in SJKC and thus to produce Chinese students who are fluent in speaking the Malay language. Therefore, the Chinese teachers who teach the Malay language in SJKC have to bear this responsibility by taking various initiatives to enhance the achievement of Chinese students in Malay language learning. Through this concept paper, it is hoped to reveal the issue of teaching the Malay language by Chinese teachers in SJKC to various parties.

Collaborative Learning of International Undergraduate English Language Learners in Small-group Writing Communities

This article reports a study on how international English language learner (ELL) students participated in a collaborative learning community comprised of peers and peer tutors in a writing center in a U.S. university. Drawing on the theory of community of practice (CoP), qualitative data were collected from weekly observations of three groups and in-depth interviews with four ELL students and six tutors. Findings suggested that these three groups functioned differently as CoPs with varied levels of participation and social interaction among the students and between students and tutors. A mismatch between the goals and roles of the students and those of the tutors, and group dynamics among students and between students and tutors were discussed. Implications for practices and research to better support international ELL students were discussed.

Macro and Micro Context Factors in English Language Learning in Modular Distance Learning

English proficiency has been a complex skill to develop in a face-to-face setting, especially in the remote learning modality. This descriptive-correlational study aims to determine the various macro and micro context factors in English language learning of secondary students (n=189) under modular distance learning. Factor analysis is utilized in extracting the following factor loadings for macro-context: a) lack of assistance from more knowledgeable others, b) unconducive-to-learning environment, c) cultural influence, d) poor feedback mechanism, e) insufficient resources, and f) low quality of the self-learning kit. Micro-context factors constitute the following: a) lack of exposure and practice, b) lack of perceived competence, c) lack of motivation and d) lack of interest. Students employed self-regulated strategies and managed to overcome these challenges through a) commitment to practice the skill, b) self-evaluation strategies, and c) social strategies. Students’ context should be considered in the teaching and learning process.

Effects of an automated programming assessment system on the learning performances of experienced and novice learners

ABSTRACT Programming ability is the core ability of this era and can be obtained and improved through practice. In this paper, an Automated Programming Assessment system based on Mastery learning and Peer competition (APAMP) was proposed and developed. APAMP allows students to practice repeatedly by providing immediate feedback after their programs are submitted. It also presents an analytical dashboard as a competition mechanism for students to visualize their learning performance and compare their performance with peers. By incorporating APAMP into programming courses, students can master programming skills through repeated practice, and their enthusiasm for learning programming can also be encouraged by peer competition. To evaluate the effects of APAMP on the learning performance of students with programming language learning and novice students, a quasi-experiment was conducted in a high school. The experimental results showed that the learning achievement of the two groups of students improved significantly. Moreover, the learning attitude of students in the experienced group improved significantly, with the experienced students benefiting more from the system than the novice students. In fact, the novice students showed a significant decline in learning attitude and learning motivation, which was contrary to our intuition.

Factors Influencing the Use of ICT for English Language Learning of Indonesian EFL University Students

This study examines the factors of the Technology Acceptance Model (TAM) that influence the acceptance of ICT use for English language learning of EFL University Students. This study also addresses the possible obstacles that affect and limit the use of ICT by adding motivation and ICT skills as extended TAM variables. This area of research topic is unexplored in the Indonesian context, especially in higher education institution. An analysis of these factors can assist instructors to understand how students learn using ICT and in providing useful advice to them during the learning process. The quantitative method was applied in this study, which included 303 students' teachers of English Education at a state university in Jambi, Indonesia. The instrument used in collecting the data was an online questionnaire. Data collected were analyzed by using Structural Equation Modeling (SEM) with SmartPLS3 program to analyze the proposed hypotheses formed in order to meet the study objectives. The SEM result indicated that the factors of the technology acceptance model are the main factors affecting the ICT use. The study concluded that the influence of motivation and skills for ICT usage was mediated by three main TAM variables, namely perceived ease of use, perceived usefulness, and attitudes.

Examining the role of learner and classroom characteristics in the later language learning of Latinx youth and their classmates

Sociocultural theories assert that interactions with others foster language learning, including during middle childhood, when students are mastering the language that supports skilled reading and writing in school settings, or ‘academic language’ (AL). Studies also document, however, how linguistically- and culturally-minoritized students, including Latinx youth, are afforded fewer opportunities to participate in classroom interactions that develop these language skills. Inspired by these accounts, we examine the role of classroom (e.g., classroom interactions, classroom composition) and learner characteristics (e.g., levels of AL resources) in AL learning for 1138 Latinx youth and their classmates across one academic year in 60 U.S. classrooms (ages 10–14; grades 4–7). Of great importance for the design of instruction, our results revealed the role of individual language skills as well as of sociocultural mechanisms, including classmates' average levels of AL proficiency, in later language learning for all middle grade students; and, highlighted the importance of some aspects of equitable instruction, namely communal classroom interactions, for the AL learning of a subset of Latinx students with initially more developed AL resources than classmates. We interpret these results to suggest a need to attend to learner and classroom factors in the design of AL instruction for all students and, in particular, for Latinx youth.

Contribution of Writing Interest toward Indonesian Language Learning of Students in Vocational High Schools

This research aims to find out how the contribution of writing interest toward Indonesian language learning of students in vocational high schools in the city of Kefamenanu, East Nusa Tenggara province. This study utilised a quantitative method with a correlational approach. Based on the results of data analysis, data on student writing interest was in averaged 74.8% with good category. Based on the calculation results, there was a correlation of about 0.290 and was included correlation coefficient in the low category. The result of the significance t-test shows that t count score was 3.248. Referring to the results of the study, it can be concluded that there is a positive and significant correlation between the writing interest toward Indonesian language learning of the students of grade X of vocational high schools in Kefamenanu.

TᾹJUL LUGHATI: DESAIN MEDIA PEMBELAJARAN ONLINE

<p><em>This study aims to provide Arabic language learning solutions based on the website that can be applied in Arabic language learning during the covid-19 pandemic. This is based on Arabic language learning for students in UNIDA Gontor schools experiencing decreased quantity and quality. The long-lasting pandemic resulted in Pusdiklat UNIDA Gontor vacuum from training for MTS equivalent at home or abroad. Therefore, website-based online learning is expected to provide solutions for Arabic language learning in the pandemic. This research uses the early stage of the Research and Development method, where the process stops at product design without conducting trials of the product. This research data was obtained by observation, interview, questionnaire, and literature study. The result of this study is in the form of Arabic language learning media based on a website called "Taajul Lughati" an innovation of Arabic language learning media in which there are training materials, namely durushullughah al-arabiyah, maharatul qira'ah and maharatul 'istima'.</em></p><p><strong><em>Keywords:</em></strong><em> Learning Media, Online, Website, Tājul Lughati</em></p>

The Role of English as a Foreign Language Teachers' and Learners' Emotions and Language Achievement and Success.

It is preserved that one of the noteworthy influential subjects of success and achievement is emotions, and enhancing emotions is dominant in promoting the language learning of students in the classroom. Although emotions are an integral part of the practices of both educators and students, their function has been sidelined due to the emphasis on intellectual instead of emotional scopes of foreign language learning. Therefore, the present theoretical review tries to refocus on the role of emotions of teachers and learners and their effects on language success and achievement. Successively, the effectiveness of verdicts for educators, students, syllabus designers, and future researchers are deliberated.

Computer-based diagnostic assessment of high school students’ grammar skills with automated feedback – an international trial

ABSTRACT An effective diagnostic test can play a key role in language learning, allowing strengths and weaknesses in students’ linguistic development to be identified and addressed. This paper describes the online Cambridge English diagnostic test, assessing English grammatical knowledge at A2 level. As most language tests focus on proficiency or achievement, relatively little research into diagnostic assessment has been conducted, and no real agreement exists on what it entails. For learners of approximately 15 years old, the test provides diagnostic feedback on seven grammatical categories at individual and class levels, to improve curriculum and lesson planning and accommodate students’ needs. The test was trialled internationally, using surveys and focus groups. This paper outlines the trial and planned modifications for the next version, in addition to implications for wider practice. It should be clarified that this is a first iteration of the diagnostic test, rather than a fully established final model.

Toward Equitable Assessment of English Language Learners in General Chemistry: Identifying Supportive Features in Assessment Items

Many students experience a language-related barrier which may keep them from fully understanding and engaging in complex chemistry content. Although dense and technically rich scientific language is challenging for most students to interpret, it can become a systematic barrier for English Language Learner (ELL) students when it cognitively interferes with their ability to demonstrate their content knowledge in a competitive, fast-paced, and mandatory science course. However, little is understood about how ELL undergraduates can be assessed in introductory science courses in a fair and equitable manner. The current study examined the potential of an equity-driven, empirical method (the Equitable Framework for Classroom Assessment; EFCA) for modifying assessment items to meet the needs of ELL students in general chemistry. Such an initiative is crucial for impartially assessing the chemical content knowledge of linguistically diverse students. We employed the guidelines of the EFCA to modify three assessment items (about the topics of limiting reactants and percent yield) in a way that reduces their linguistic complexity without watering down their content difficulty. We then presented ELL students with both the original and the modified versions of the items and asked them to comment─during semistructured, retrospective interviews─about the features that were supportive to their comprehension. The students identified multiple supportive features, including those related to the items’ macrostructure (visual appearance) and its readability. They also identified specific types of scaffolds and representations that supported their understanding, as well as their ability to think through and set up the solution to the problems.

International Student's Language Learning Identities in English as a Lingua Franca Context in Indonesia

<p><em>Indonesia has stipulated the implementation of the international program as one of its internationalisation's agendas. As a result, private and public universities strive to create international programs that would attract international students. This study focuses on an international program in a private university in Tangerang, which promotes English as a medium of instruction with little interference from native speakers. As many previous research have centred around study abroad in English speaking countries, this study offers a novelty of how identities are constructed in the context of English as a Lingua Franca where both local Indonesian and the international students are non-native speakers of English. Therefore, this research aims to discover how international students construct their language learning identity in English as a Lingua Franca context in Indonesia. There were eight participants from five different countries. They were interviewed using conversational narrative interview, and the data was analysed using narratives analysis. The findings were established in themes, and they indicated the positive identities constructions in many ways. These included reconstructing economic identity to religious identity, establishing Lingua Franca speakers identities, constructing global citizenship identities where all these constructions were supported by the acceptance and the zero pressure from the host. Therefore, it is concluded that zero power inequality promotes favourable language learning and identity construction during study abroad.</em></p>

The Effectiveness of Learning English Using LMS Google Classroom during Covid-19 Pandemic

This study aimed to determine how Google Classroom enhanced English language learning in students' English at the Faculty of Literature and Humanities in the online learning system during the Covid-19 pandemic. This research was a classroom action research (CAR) conducted from March to July 2020. Classroom action research consists of four stages; planning, actions, observation, and reflection. It is better to fix this section as follows: The stage; teacher planning (preparation and pre-test), action (teaching by using Google Classroom), observation (Classroom observation), and reflection (personal reflection and post-test). The features of LMS Google Classroom promote the development of independent learners in which students can be triggered to access the information in any place and time. This research shows that the LMS Google Classroom learning model is considered an effective learning model to enhance independent learning. Data of the Speaking test has described in finding that there is significance increasing from pre-test to post-test. The score increased from 1103 in the pre-test to 1618 in the post-test. It shows an increase in mean score from 36.7667 in the pre-test to 54.1467 in the post-test. E-Learning is running well, especially for speaking classes. By using LMS Google Classroom in English teaching can help students to improve their English skills. Teaching English by implementing Learning Management System Google Classroom at the university can effectively improve students' English competency, where almost all students agree to this point. Twenty-five students agreed that this learning model could improve the students’ competencies, and only one student disagrees. For speaking teaching that some of the students disagree with using LMS Google Classroom, six students gave a negative response, and 24 agreed. The analysis results showed that the English Literature Study Program students at the Islamic University of Makassar responded well when their lecturer used LMS Google Classroom in the learning process.

Impacts of Parental Involvement on English Language Learning of Vietnamese Secondary School Students: Understanding Parents’ Perceptions

This paper reports a descriptive study that examined Vietnamese parents’ perceptions of the impacts of their parental involvement on their children’s English language learning at secondary school. It draws on data collected as part of a larger project. Data were collected using including a questionnaire and semi-interviews and analysed using descriptive statistics. Findings reveal that parents held positive perceptions of their involvement on their children’s English language learning outcome. Implications for practical applications of parental involvement are also presented.

The Influence Of Social Media In Learning English For Hospitality And Tourism Students

<p><strong><em> </em></strong></p><p><em> Since the beginning of the pandemic, education is challenged with the new method of online learning. With regards with the intervention of technology to the learning field, both students and teachers are able continue the teaching and learning process with several adjustments along the side. Social media can be one of the powerful tool during this process. Information such as text and visual are accessible based on these platforms. Therefore gaps between the what has been known and yet unknown is getting narrower. English as the main language in hospitality industry takes an important role in having an effective communication. From practice to the business world, the authenticity of information is also important. Based on the needs reviewed, the following study is discussing about the influence of social media, especially Facebook and Instagram toward the students language learning. The participants are taken from 63 Hospitality and Industry – Bunda Mulia University students who were taking General English as one of their course subjects. Results shown that most the students agree and extremely agree on how social media influence their language learning in various perspectives. Therefore as conclusions, educators as well teachers are encouraged to support their students in expressing their English whenever they use the social media platforms.</em></p>

Mobile-Assisted Language Learning (MALL) in Indonesia: Case on English Language Learning for Higher Students during COVID 19

The present paper, therefore, aims to develop deeper students’ understanding and perception regarding the use of mobile assisted language learning in the learning process. All schools and universities should eliminate offline learning and switch to online education. When this is enforced, not a few students find it difficult to access online learning. Some students may have privileges in the form of computers and internet access. This one can easily follow the learning delivered through online media used by the school/Learning management system.This study adopted qualitative research design where case study is used. In this study, the research participants are five students taken from university students who are currently taking English education. To hinder the ethical issues during the data collection and also the research process, the anonymity of the participants is implemented. The research participants also filled out the informed research consent form in order to share the agreement to be part of this study. There are some benefits gaining from implementing MALL such as learning flexibility and easiness. Students are not limited by the place and time to start studying and access some English sources. However, the comprehension supports for students from surrounding in mastering the technology use will enhance the learning process.

The Implementation Of Character Education In Indonesian Language Learning For Class Va Students At Sd Inpres Parangrea, Bajeng District, Gowa Regency, South Sulawesi

This study aims to describe the implementation of character education and describe the inhibiting and supporting factors for implementing character education in Indonesian language learning in-class VA students at SD Inpres Parangrea, Bajeng District, Gowa Regency, South Sulawesi. This type of research is qualitative research. The results showed that the character values obtained from the students were religious, tolerant, disciplined, hard-working, independent, creative, curious, fond of reading, friendly/communicative, and responsible. With the implementation of character education in Indonesian language learning in-class VA students at SD Inpres Parangrea, Bajeng District, Gowa Regency, South Sulawesi, it can be carried out well and generally, taking actions such as 1). Learning planning, 2). Implementation of learning, 3). Learning evaluation. The inhibiting and supporting factors for the implementation of character education in Indonesian language learning for class VA students at SD Inpres Parangrea, Bajeng District, Gowa Regency, South Sulawesi. In comparison, the supporting factors of the implementation of character education in learning Indonesian in-class VA students at SDI Parangrea are 1). Teacher, 2). Character building at school. Penelitian ini bertujuan untuk mendeskripsikan implementasi pendidikan karakter dan mendeskripsikan faktor penghambat dan pendukung implementasi pendidikan karakter dalam pembelajaran bahasa Indonesia pada peserta didik kelas VA di SD Inpres Parangrea Kecamatan Bajeng Kabupaten Gowa Sulawesi Selatan. Jenis penelitian ini adalah penelitian kualitatif. Hasil penelitian menunjukkan bahwa nilai karakter yang diperoleh dari peserta didik yaitu religius, toleransi, disiplin, kerja keras, mandiri, kreatif, rasa ingin tahu, gemar membaca, bersahabat/komunikatif, dan tanggung jawab. Dengan adanya implementasi pendidikan karakter dalam pembelajaran bahasa Indonesia pada peserta didik kelas VA di SD Inpres Parangrea Kecamatan Bajeng Kabupaten Gowa Sulawesi Selatan dapat terlaksana dengan baik dan secara garis besar yaitu dengan adanya tindakan seperti: 1). Perencanaan pembelajaran, 2). Pelaksanaan pembelajaran, 3). Evaluasi pembelajaran. Faktor penghambat dan pendukung implementasi pendidikan karakter dalam pembelajaran bahasa Indonesia pada peserta didik kelas VA di SD Inpres Parangrea Kecamatan Bajeng Kabupaten Gowa Sulawesi Selatan. Sedangkan faktor pendukung dari implementasi pendidikan karakter dalam pembelajaran bahasa Indonesia pada peserta didik kelas VA di SDI Parangrea adalah 1). Guru, 2). Pembinaan karakter di sekolah.