English Language Learners Research Articles

Instagram vs reality: Exploring local culture through various lenses

Rather than viewing online and face-to-face learning as two dichotomous domains (Kessler, 2018), this study seeks to explore ways that social media can be used to support and facilitate face-to-face exploration and communication in target language environments. It also aims to help English language learners improve their ability to critically evaluate social media by exploring a local community through a critical lens. This study applied the concept of “social media pathways” (authors, 2024) through an experiential learning model to integrate an authentic social networking site, Instagram, into an ESL curriculum for a community engagement project promoting a deeper and multifaceted understanding of the target language community. This study employed qualitative method approach, including seven international students’ reflections, a post-task questionnaire, and focus-group interview data, to investigate how the assumptions made from social media compare with observations made in the field. The findings were then used to establish a “Model for Community Exploration within Virtual and Face-to-face Contexts” that adds to the experiential learning framework the additional stages of experimentation, reflection, and new conceptualization that take place when learners use social media to form assumptions about a community and then use in-person exploration to test those hypotheses.

Innovative Strategies for English Language Learning in Ecuador: A Focus on Playful Learning

Education is a universal right that extends beyond core subjects to include cross-curricular content essential for preparing students for a competitive global landscape. In this context, English serves as a critical tool, recognized as both the first official language for 370 million users and a second language for 978 million (Eberhard et al., 2021). Despite its global importance, Ecuador faces challenges in English language proficiency, ranking low in Latin America due to inadequate methodologies and a lack of qualified teachers (Education First, 2021; Banegas & Sanchez, 2024). This project aims to implement a playful program tailored to middle school students (5th to 7th grades) at Eugenio Espejo Basic Education School, addressing their unique educational needs through the development of didactic materials and training for non-specialized teachers. A descriptive quantitative approach will guide the methodology, focusing on communicative competence through structured tutoring sessions that utilize reusable educational resources. The study will assess students' prior knowledge through a pre-test, which will inform the creation of a tailored curriculum designed to enhance vocabulary and overall language skills. This initiative not only seeks to improve English proficiency among students but also aims to equip teachers with effective pedagogical strategies, fostering a more conducive learning environment in Ecuadorian classrooms.

Native American language rights in light of Lau: Overlapping policies and possibilities

ABSTRACT Using a sociocultural approach with Indigenous epistemology, we examine language policies related to Lau. We researched how Lau impacted Native language policies through the Sinajini v. Board of Education of San Juan School District. Native education rights are embedded in treaty rights. As such, Native students have unique statuses with political and racialized identities, both of which Lau references. Native students are also unique as heritage language learners, English language learners, and members of Tribal Nations. Although the Lau case was not intended for Native students, it has possibilities to strengthen the argument for Native heritage languages.

Exploring the Intricacies and Interferences of Spoken and Written Language Acquisition in English Language Learners: Challenges and Strategies

Exploring the Intricacies and Interferences of Spoken and Written Language Acquisition in English Language Learners: Challenges and Strategies

Attitudes towards English language learning in higher education

The paper analyses the attitudes and beliefs of English language learners at the higher education level, including their motivation for learning English as a second language. The testing tool used for evaluation is a modified questionnaire adapted from a research paper that examined the students` attitudes towards learning German and Italian languages (Kovač and MršićZdilar, 2017) which was originally based on the questionnaires used to explore attitudes towards foreign language (MihaljevićDjigunović 1998,Boonrangsri et al. 2004,Zainol et al. 2012, Burgos & Perez 2015). The sample includes undergraduate students at the Faculty of Science, University of Split, who learn English as part of the elective course English for Specific Purposes within their respective study programme syllabi (Information, Physics, Information and Technology or Biology and Chemistry). The proposed research paper aims to examine how the students perceive English language learning and how they assess its importance for their further professional development and what motivates them for English language learning. As indicated in the above-mentioned research paper, students’ attitudes towards learning a foreign language are one of the basic factors which influence learning success. Their significance was recognised by foreign language teachers, while numerous studies have emphasised various aspects of their significant role in the successful mastering of a foreign language. Therefore, this study may contribute to a better understanding of why students in Croatia learn English and what may additionally motivate them to improve their proficiency and fluency. / Keywords: motivation, learning, beliefs, higher education, English for Specific Purposes

Moroccan Secondary School English Teacher’s Perception: Science and Literary Stream Students’ Performance

The study investigates the perceptions of Moroccan secondary school teachers regarding the academic performance of science and literary stream students aged 16 to 18. Through a combination of mail surveys, unstructured interviews with English teachers, and discourse analysis, the research identifies that English as the second foreign language in Moroccan schools influences the perceived advantages of science stream students over their literary counterparts. The findings align with a previous study and suggest that science students often pursue literary studies at Moroccan universities post-baccalaureate. The research delves into the distinctive characteristics of science stream students and proposes recommendations for governmental and ministerial reforms in the Moroccan educational system. The study underscores the historical incorporation of English in the Moroccan educational system since 1956 and highlights recent developments, such as the expansion of English language teaching to middle schools. It emphasises the impact of English language learning on students’ future orientations and tendencies in higher education. Ultimately, the study aims to draw attention to English teachers’ perceptions to facilitate positive changes in the Moroccan educational system, urging the education ministry and relevant authorities to consider reforms.

Enhancing English Learning Through Virtual Environments and Formative Assessment: SDG Focus

Objectives: This study investigates the impact of virtual environments and formative assessments on English language learning among undergraduate students at a university in Lima, within the framework of Sustainable Development Goal (SDG) 4: Quality Education. The study aims to determine how these factors influence language skills, including listening, speaking, reading, and writing. Theoretical Framework: The research draws on the theories of connectivism, socio-constructivism, and the communicative approach to language teaching, emphasizing the role of digital tools and continuous feedback in enhancing language learning. Method: A quantitative, correlational, non-experimental design was employed, using structured questionnaires to collect data from 98 undergraduate students. Ordinal logistic regression was used to analyze the impact of the independent variables on English proficiency. Results and Discussion: The results indicate a significant influence of virtual environments and formative assessments on English language learning, with the Nagelkerke coefficient for the general model at 0.223. The findings highlight the importance of these educational strategies in improving language skills, particularly in reading and overall proficiency. Research Implications: The study underscores the need for integrating advanced educational technologies and formative assessments in language instruction, aligning with the broader goals of SDG 4. It provides practical insights for educators and policymakers seeking to enhance English language learning in a post-pandemic context. Originality/Value: This research contributes to the limited literature on the role of virtual environments and formative assessments in the Peruvian educational context, offering localized strategies for achieving quality education as outlined by SDG 4.

The Investigation of Intrinsic and Extrinsic Motivations Impacting EFL Students' English Language Learning

The Investigation of Intrinsic and Extrinsic Motivations Impacting EFL Students' English Language Learning

Universal Design Element Utilization and Mathematics Performance: Implications for Diverse Student Populations

This empirical research study investigates the relationship between the utilization of Universal Design (UD) elements and math performance among eighth graders. We analyzed 2017 National Assessment of Educational Progress process data using Poisson Generalized Linear Mixed-Effects Models to examine how the frequency of UD element usage varies across diverse student demographics. Our findings reveal a great divide: lower achievers, students with disabilities, those from lower socioeconomic backgrounds, English Language Learners, and African American students predominantly use text-to-speech, whereas high achievers more frequently employ digital pencils (which allow for manual writing or drawing on the screen) and elimination capacity (which enables students to dismiss incorrect multiple-choice answers). Linear Mixed-Effects Models show that higher levels of utilization of digital pencils and elimination capacity are correlated with improved math performance across various student subgroups. However, frequent changes in color themes, intended to enhance visual differentiation, were associated with lower performance, suggesting that these might serve as distractions rather than aids for some students. We discuss the implications of the findings in terms of the design of UD elements, as well as for equity, accessibility, and math education more broadly.

Implementation of the CLIL (Content and Language Integrated Learning) Approach in English Language Learning

This study examines the implementation of the Content and Language Integrated Learning (CLIL) approach in English language education, focusing on its effectiveness in enhancing both language proficiency and content comprehension. CLIL, which combines subject matter with language instruction, provides a dual-focused educational framework that supports the development of academic content knowledge while improving language skills. Key aspects of CLIL highlighted in this research include the integration of content and language, the necessity of teacher training and professional development, and the impact on student engagement and learning outcomes. The findings suggest that while CLIL offers significant benefits, such as increased student motivation and improved language skills, it also presents challenges, particularly related to teacher preparedness and resource development. Addressing these challenges through targeted professional development and appropriate resource allocation is essential for the successful implementation of CLIL. The study concludes that CLIL is a promising approach for enhancing English language learning, provided that its implementation is carefully managed and adequately supported.

The Development of Quizizz-Based Interactive Design using Whole-Part-Whole Model for Teaching English Vocational School for Culinary Arts Department

This research is a Research and Development study aimed at developing game-based English language learning tailored to the needs of students in the culinary field, utilizing ESP (English for Specific Purposes) and the Whole-Part-Whole model. The data were analyzed using both qualitative and quantitative descriptive methods. Qualitative data were generated during the Analysis phase of the ADDIE research procedure, which served as material for content development. Quantitative data were obtained from expert judgment. The data analysis process, which included document analysis and interviews, identified several student needs related to English language learning. The results of this study were as follows: In the first stage (whole), materials were presented along with interactive quizzes through Quizizz. In the second stage (part), detailed materials were displayed, covering definitions, social functions, text structure, and linguistic features of procedural texts. In the third stage (whole), students were assigned to create their procedural texts, both orally and in writing, using Quizizz. The average percentage of student perception was 92.03%, indicating that the module implemented in class is highly suitable. The average rate of expert judgment reached 95.83%, with an interpretation score of very suitable. Thus, developing an interactive quiz-based design for teaching English in culinary vocational schools at SMK N 4 Mataram was deemed very appropriate for use in the teaching and learning process.

Parental Discretionary Influence on their Children's Manner of Learning English Language

Parents serve as the first and most influential educators in a child's life, shaping their attitudes towards learning, fostering a supportive home environment conducive to academic success, and instilling crucial values such as perseverance and resilience. Beyond academic achievement, parental involvement contributes to the holistic development of students by promoting positive socio-emotional outcomes. When parents actively participate in their children's education, they provide a sense of security, support, and encouragement that bolsters their self-esteem and confidence This exploratory study delved into the concept of parental discretion in education and learning the English language. Purposive sampling (n=16) was carried out to sample the parents based on several demographic profiles i.e., educational background, monthly income, work, number of children, and language/dialects at home. Narratives from one-one-one interview were the primary data in this study. Findings indicated that parental discretion was characterized by (i) understanding child’s needs, (ii) adaptation, (iii) flexibility, (iv) autonomy, (v) supportive environment, (vi) reflection. Parents design their support strategies to their child's developmental stage, cognitive ability, and sociocultural milieu, trying to provide an adapted and helpful learning environment. Parents who exercise assessment in selecting learning materials and media content assure alignment with their child's educational goals and interests, which fosters engagement and facilitated effective learning. This study examined parental discretion in many different circumstances, stressing its significance in maximizing parent-child educational interactions and providing the framework for future research and practice.

Shedding Light on The Factors Revealing Students’ Learning Mood of English Language Learning in an Indonesian EFL Classroom

This study explores the students’ learning mood in learning English as a Foreign Language in higher education covering their enthusiasm, enjoyment, optimism, and sincerity. It employs a descriptive study using a purposive sampling technique and takes 34 respondents from EFL university students. The data were collected through questionnaires, interviews and classroom observation. The result of the study shows the students’ learning mood. It falls into several categories, enthusiasm, optimism, sincerity and enjoyment. It also reveals that the students will improve their learning progress as the lecturer gives both oral and written feedback. This research is expected to be beneficial for lecturers, students and stakeholders to enrich knowledge and develop language skills and proficiency based on learning mood in Indonesian EFL classrooms.

English Language Learning and Acquisition Theories

Introduction: Language is a powerful tool and means of communication and to communicate with others we also use other ways such as Body manners, gestures, signals and facial expressions which is also called as a non-verbal communication. English is a tool, like basic arithmetic, or literacy, or computer skills. An ability they need to master in order to function effectively in today’s world. The L1 remains the learners primary language and the only they identify with what teachers aiming for is functional English-knowing bilingualism. Socio-political status: With the European trade patterns, most of the known European-based Creole languages were existed in the coastal regions of the Americas, Western Africa, Goa and along with the west coast of India. Indian Ocean Creole languages are based on European languages with elements from Malagasy and possibly other Asian languages. Learning Language Through Culture: Learning other language is to understand the nature of the relationship between language and culture, learners need to engage with the ways in which context affects what is communicated and how. Standard English is the variety of English that is generally acknowledged as the model for the speech and writing of educated speakers in UK. It is also associated with Received Pronunciation or accent. Intuitive acquisition: We learn anther language the same way as we learnt our first language or mother tongue. Intuitive acquisition through lots of exposure to the language in authentic communicative situations. Habit-formation: Language is a set of habits: we mimic and memorize and drill the patterns of the language until we learn to produce the correct forms automatically. Cognitive Process: Language involves the understanding of underlying rules: if we master these rules, we will be able to apply them in different contexts. That may be at school, home, with community or with others. Skill-learning: Language is a skill. We learn it in school just as we learn other skills: someone explains rules or words to us, we understand and practice them until we master them and use them fluently and skillfully.

Hybrid professional identities: exploring non-native English-speaking teachers’ lived experiences through the Cyborg Manifesto

ABSTRACT Drawing on Donna Haraway’s ‘Cyborg Manifesto’ and employing a hermeneutic phenomenological narrative enquiry approach, this article examines the complex professional identities of ‘non-native English-speaking (English) teachers (NNESTs) from immigrant backgrounds who speak English as an additional language in the Australian education system. Challenging the traditional binary division between native English-speaking teachers (NESTs) and NNESTs, this research reveals that NNESTs’ identities are fluid and multifaceted, akin to cyborgs, shaped by socio-historical discourses and influenced by determinants such as reflexivity, agency, and hybridity. NNESTs disrupt the established hierarchy in English language teaching, promoting inclusivity through their hybrid professional practices, driving pedagogical innovation, and contributing to the globalisation of education. Like cyborgs, they challenge traditional power structures and native speaker constructs, fostering a more equitable educational environment. This article endorses the recognition of ‘hybrid professional becoming’ in policy, practice, and teacher education, promising the development of intercultural teacher capabilities and inclusive, innovative, and equitable educational practices that enrich students’ English language learning experiences and reshape the field in alignment with Donna Haraway’s Cyborg Manifesto.

The Impact of ChatGPT on English Language Learners' Writing Skills

The Impact of ChatGPT on English Language Learners' Writing Skills

The effectiveness of ChatGPT as a lexical tool for English, compared with a bilingual dictionary and a monolingual learner’s dictionary

Traditionally, language learners have relied on dictionaries when trying to read or write in a foreign language. However, new LLM-based chatbots may offer an alternative to traditional dictionaries as lexical tools. This study assesses the effectiveness of ChatGPT versus the monolingual Longman Dictionary of Contemporary English (LDOCE, 2024) and the bilingual Diki.pl (Diki.pl, 2024) online dictionaries in supporting English language learners in receptive and productive lexical tasks. With a sample of 166 university students at B2 to C1 proficiency levels and forty uncommon English phrasal verbs, we investigate whether a leading AI-driven chatbot, a high-quality learners’ dictionary, or a popular free bilingual dictionary offers better support in accurately understanding and producing English. The results reveal ChatGPT to be more effective than either dictionary in production, and better than the monolingual dictionary, but not the bilingual dictionary, in reception.

The Corrective Feedback in the Students’ Speaking Ability: A Comparative Study

This study investigated whether extensive and comprehensive oral recasting is more effective than explicit correction. The primary focus was on how feedback affects English language learning. Recasts that are intensive are defined as those that receive feedback on a single topic, whereas extensive feedback is defined as errors on multiple subjects and domains. Four groups of ten students each were formed from forty students from a Senior High School. A general English book called Think 4, a storybook, and an English grammar book called Grammar in Use were the study's instruments. In line with the study's aims, they were given feedback that was either explicit or implicit, thorough or in-depth. In accordance with the study's aims, they were given feedback that was either explicit or implicit, long or brief. The findings showed that there wasn't much of a difference between students who got implicit and explicit feedback. Additionally, it was discovered that every technique had the same effect on students' capacity to communicate.

Digital Versus Print: Unpacking Indonesian University Students' Perceptions of English Language Learning

Due to technological advances, English as a Foreign Language (EFL) students who previously relied on printed books have switched to digital books. Higher education is, therefore, one of the levels of education currently one of the most heavily touched by digital technologies. This study aims to determine Indonesian students' perceptions regarding using digital books in reading classes. 127 students from a private university in Indonesia took part in this research. This type of research was a mixed-method design that used a five-point Likert Scale survey and semi-structured interviews to improve and support the results of the previous quantitative methods. The conclusion of this study covers students' past experiences, usefulness, preference for digital books vs. printed books, and English learning with digital books. In terms of students’ past experiences, 84% of students have read digital books on computers or tablets, and 92% always use their phones. Moreover, in terms of usefulness, the interviews showed that many participants did not know the highlighting and note-taking features of the digital book. 64% of students prefer digital books, but some interviewees prefer printed books with some justification. In addition, 88% said digital books helped them learn English, especially in reading class, supported by interviews with several participants who said they were better at learning vocabulary from the digital book.

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.