Language Learning Problems Research Articles

CONDITIONS FOR SUCCESSFUL INTEGRATION OF TRADITIONAL AND E-LEARNING IN LANGUAGE EDUCATION

E-learning is a valuable platform for providing a variety of teaching methods to different categories of students, which should be used together with traditional classes in addition to the curriculum. The successful integration of e-learning tools into language classes requires a certain level of digital competence for both teachers and students. Teaching is becoming more adaptable, priority is given to students, teachers can use technology to automate assessment and monitor progress. In order to identify the problems of language learning in the context of digitalization to ensure effective integration of traditional and e-learning, as well as to identify the points of interaction between traditional and e-learning, a questionnaire was conducted on the impact of digitalization on language learning. The digital transformation of education involves updating the methodological patterns of the organization of education. Using an online learning system does not mean that you need to abandon traditional learning. Traditional forms of education are radically lagging behind the modern perception of information. An increasing variety of Internet resources poses the task of conducting comprehensive research on the possibilities and features of using these learning tools in the educational process. Integration in foreign language education means a harmonious combination of effective teaching approaches that develop four skills based on the use of digital resources. The integration of the best methods of traditional and digital learning can significantly improve the effectiveness of language education. The introduction of digital resources into the educational process has given rise to many new types of educational work that were impossible with traditional methods. Keywords: language competencies, e-learning, digital educational resources, quality of language training, integration of education.

Introduction to the special issue on languages other than English: A reality check and a glimmer of hope

The role of languages other than English (LOTEs) in K-16 education is rife with controversy, particularly in Anglophone contexts. In a recent edited volume, Lanvers et al. (2021) tackled this controversy head-on by creating an anthology that not only described the “language learning problems in Anglophone countries in a holistic and universal manner” (p. 8), but also offered “solutions and examples of positive, forward-thinking practice” (p. 8). Certainly, with the rise of Global English, and even more recently, with the sudden proliferation of AI-enhanced communication strategies, languages other than English are being further marginalized. This marginalization often comes in the form of extreme budget cuts and elimination of courses and programs, as is being seen in a variety of Anglophone contexts and is particularly salient in the US context (Kingson, 2023).

How to Help English Learners Reduce Speaking Anxiety

With the implementation of NECS, the focus of English teaching has shifted from teacher-centeredness to student-centeredness. Students’ individual factors especially affection are emphasized. Among these, learning anxiety, as one of the most significant affective factors, has great impact on foreign language learning. Since English is seen as a tool for communication, it’s necessary to cultivate students’ oral English and communicative competence. However, it is inevitable that they will feel anxious when confronted with problems in the process of language learning. Thereby, some negative emotions such as tension and fear occur. These debilitative anxieties deemed as one of the most challenging problems in foreign language teaching and learning have adverse impact on their English learning. Therefore, this paper aims to have an in-depth research on the factors causing students’ speaking anxiety. Furthermore, the author hopes to seek for appropriate methods to relieve students’ speaking anxiety to some degree so that their expression ability of oral English and communicative competence can be improved eventually, the implication of this paper will be discussed as well.

Implementation of Fun and Educative Methods in Arabic Learning For Students of Jamiat Cotabato and Institute of Technology, Philippines

Abstract. This international community service program was carried out to deal with the problems in the Islamic education system in Jamiat Cotabato and Institute of Technology, Philippines, and to propose effective ways to enhance traditional Madrasah education in Cotabato city by introducing and implementing fun and educative methods in Arabic learning among Mindanao Muslims in the Philippines. This program focused on how to deal with the language learning problem, Arabic learning in particular, among the Mindanao Muslims. The Likert Scale was used in this qualitative method to measure the effectiveness of method implementation in the classroom by using Simple Random Sampling (SRS). The most important results are that 70.8% of respondents understood how to make and implement creative and innovative learning in Arabic learning after they participated in the workshop 54,2% of respondents strongly agreed and 45,8% agreed that the creative and innovative efforts to develop Arabic learning and teaching are most important and needed to deal with the classic problem and new challenges in this digital era

Application of Motion and Song Media in Mastery of "不", "没" and "Tidak" Which is Bahasa Indonesia Equivalents (Perspective of Applied Contrastive Analysis)

<p>Contrastive analysis aimed at comparing two languages that are not cognate but are sought for similarities. Contrastive analysis has two types: pure contrastive analysis and applied contrastive. Pure contrastive analysis is linguistic analysis that compares first and second languages in linguistic typology studies, while applied contrastive analysis is linguistic analysis that compares first and second languages to solve pedagogical problems of language learning. The results of this study come from boria songs that have been modified with the discussion of 不 (bù) and 没 (méi) in the song lyrics already contained the correct use of the words 不 (bù) and 没 (méi). In this study of motion media and songs 不 (bù) and 没 (méi), researchers make interpretations by pouring all movements and songs into stanzas and then the verse will be analyzed.</p>

Obstacles in The Bugis Language Learning Process in Pitu Riawa District, Sidenreng Rappang Regency

This research aims to explain the problems in regional language learning in schools. This type of research uses a qualitative descriptive approach in the form of a case study using data collection methods, observation, interviews and distributing questionnaires.The results of the research show that there are learning problems in the teaching and learning process, namely teacher problems, learning equipment problems, curriculum problems, and student problems. Teacher problems, namely teachers who teach not in accordance with their educational background, curriculum problems, namely the absence of a regional language curriculum, learning device problems, namely the absence of adequate learning devices, student problems, namely the emergence of student ideologies that consider the Bugis regional language as a backward subject, and consider regional languages as a frightening specter

M-Learning in ELT: Avenues and Challenges that Confront Teaching and Learning at Higher Education

Technology can be directed to provide effective and productive pedagogy in the English language classroom. One of these fairly recent technological platforms for English language teaching and learning is the mobile phone. Also known as m-learning, it offers valuable opportunities for educators to create effective teaching strategies through the utilisation of mobile phones. On the receiving end of this pedagogical strategy are our students, our clients, whose perspectives and attitudes towards m-learning warrant equaly important considerations. Thus, this study was pursued to probe the role of mobile phone for English language learning in the Indonesian context. The study was guided by the theory of connectivism, activity theory, and communities of practice. This case study adopted a mix of qualitative and quantitative means for the purpose of accumulating data with semi-structured interviews and questionnaires as primary research instruments. It was learnt through the study that students are generally in favour of and have positive responses on the use of mobile phones in language learning but several emergent problems need to be addressed by institutional administrators and classroom instructors when tapping on m-learning. These research findings pave the way for subsequent research endeavours to delve into the efficacy of m-learning as a viable mediating variable for language learning, especially in the wake of prevalent online learning scenario, where mobile phones have become an integral part of online and distance learning platforms.

Diversity Problems in Students' Educational Backgrounds and Learning Program Policies of Arabic Language Education

The aim of this article is to analyze the problems of diversity in students' educational backgrounds and the policies of the UIN Datokarama Palu Arabic Language Education (PBA) learning program. The type of research used in this research is qualitative field research. Meanwhile, the data analysis technique uses the Huberman and Miles method. The results of the research show that the Arabic language learning problems faced by students of the Arabic Language Study Program (PBA) at UIN Datokarama Palu consist of language proficiency problems, psychological problems, and intellectual problems. The Arabic language study program policy is to manage these problems through the application of various learning methods and models, the provision of scholarships, and the formation of Arabic study groups. Through the application of various learning methods and models, language proficiency problems faced by students can be overcome. Meanwhile, providing scholarships is effective in overcoming the psychological problems faced by students. The formation of an Arabic study group is effective in overcoming language proficiency problems and intellectual problems.

Perceptual intake explains variability in statistical word segmentation

One of the first problems in language learning is to segment words from continuous speech. Both prosodic and distributional information can be useful, and it is an important question how the two types of information are integrated. In this paper, we propose that the distinction between input (the statistical properties of the syllable sequence), and intake (how learners perceptually represent the syllable sequence) is a useful framework to integrate different sources of information. We took a novel approach, observing how a large number of syllable sequences were segmented. These sequences had the same transitional probability information for finding word boundaries but different syllables in them. We found large variability in the performance of the segmentation task, suggesting that factors other than the statistical properties of sequences were at play. This variability was explored using the input/intake asymmetry framework, which predicted that factors that shaped the representation of different syllable sequences could explain the variability of learning. We examined two factors, the saliency of the rhythm in these syllable sequences and how familiar the novel word forms in the sequence were to the existing lexicon. Both factors explained the variance in the learnability of different sequences, suggesting that processing of the sequences shaped learning. The implications of these results to computational models of statistical learning and broader implications to language learning were discussed.

The road System travelled: Five decades of technology in language education

Given that System is an internationally recognized journal dedicated to “the applications of educational technology and applied linguistics to problems of foreign language teaching and learning”, it is interesting to examine the role that technology has played in the journal’s evolution. Furthermore, investigating the interdependence between the development of computer-assisted language learning (CALL) and the evolution of System could provide valuable insights on the dynamic relationship between the advancements in educational technology and the scholarly discourse within System, illustrating how technological advancements have influenced the content and focus of the journal over time.

Subclinical hearing loss and educational performance in children: a national study

ObjectiveHearing loss can cause speech and language delays, communication barriers, and learning problems. Such factors are associated with reduced academic achievement, social isolation, decreased quality of life, and poorer health outcomes. We use a national cohort of children to examine how subclinical hearing loss is associated with academic/educational performance. The goal of this study is to determine if different levels of subclinical hearing loss (pure tone average ≤ 25 dB HL) are associated with educational testing outcomes in children.DesignAnalysis of children 6–16 years old who participated in the National Health and Nutrition Examination Survey (NHANES-III, 1988–1994) was performed. Air-conduction thresholds were measured at 0.5, 1, 2, 4, 6, and 8 kHz. A four-frequency pure-tone average (PTA) was calculated from 0.5, 1, 2, and 4 kHz. Hearing thresholds were divided into categories ( ≤ 0, 1–10, and 11–25 dB) for analysis. The outcomes of interest were the Wide Range Achievement Test (WRAT-R) and Wechsler Intelligence Scale for Children (WISC-R). Analysis was conducted using ANOVA and logistic regression.ResultsWe analyzed 3,965 participants. In univariable analysis, the average scores in scaled math, reading, digit span (short-term memory), and block design (visual-motor skills) were significantly lower with worsening hearing categories (p < 0.01). In multivariable regression PTAs of 1–10 dB HL (OR 1.72, 95% CI 1.29–2.29, p < 0.01) and 11-25 dB HL (OR: 2.99, 95% CI 1.3–6.65, p < 0.01), compared to PTA of ≤0 dB HL, were associated with poor reading test performance (<25th percentile).ConclusionSubclinical hearing loss is associated with worse performance on educational attainment (as measured by reading test performance) in children between the ages of 6–16.

Problematika Pembelajaran Bahasa Arab

Teaching Arabic in Indonesia often faces linguistic and non-linguistic problems that must be resolved immediately. Linguistic problems, such as phonetics, morphology, and structure, while non-linguistic problems, include learning motivation, learning tools, teaching methods, study time, and learning environment. Language learning problems vary according to the age of the learner and the learning environment. This article reveals the problems of teaching Arabic in Indonesia.

Non-Linguistic Problems in Arabic Language Learning at Madrasah Aliyah in Kotamobagu City

This study aims to: (1) Know what are the nonlinguistic problems faced by teachers in learning Arabic at MA Se Kota Kotamobagu. (2) What are the nonlinguistic problems faced by students in learning Arabic at MA Se Kota Kotamobagu. In this study, researchers used qualitative methods using descriptive qualitative research designs. Data sources from this study are primary and secondary data, as well as data collection techniques used in the form of interviews, observations, and documentation. The results of this study are: (1) Nonlinguistic problems faced by teachers in Arabic language learning at Madrasah Aliyah Se Kota Kotamobagu, namely, lack of teacher competence in carrying out the learning process, changes or changes in curriculum, lack of time allocation, and lack of availability of infrastructure facilities in supporting Arabic language learning. (2) Nonlinguistic problems faced by students in learning Arabic at Madrasah Aliyahh Se Kota Kotamobagu are, low motivation, which is influenced by improper management of learning time, as well as different and fariative educational backgrounds, which causes these students to have difficulty in understanding and receiving Arabic learning materials

THE PECULIARITIES OF THE COMMUNICATIVE METHOD OF TEACHING A FOREIGN LANGUAGE AS ONE OF THE EFFECTIVE TOOLS FOR THE DEVELOPMENT OF STUDENTS’ LEADERSHIP COMPETENCIES

The article examines the peculiarities of the communicative method of teaching a foreign language as one of the effective tools for the development of students’ leadership competencies. The urgency of the problem stated in the article is due to the need to develop foreign language communicative competence of students as one of the important components of modern leaders who are prepared for effective activities at the international level, intercultural communication and the manifestation of their leadership qualities and abilities. The purpose of the study is to reveal the content of the communicative method of teaching a foreign language and justify the feasibility of its application for the development of leadership competencies of students. The object of this study is the process of applying communicative methods in the process of teaching a foreign language, the subject of the study is the need to develop the leadership competence of students. In the context of this research, special attention is paid to the analysis of the essence and features of the communicative technique for the formation of students’ leadership competencies. The basis of the methodological approach in this study is a qualitative combination of theoretical research methods, in particular, analysis, synthesis, interpretation, generalization and abstraction were used to define theoretical approaches to explaining the concept of “communicative technique” and revealing the content of this concept, and problem-comparative and structural methods were applied to the analysis of the features of the process of formation of leadership competencies using a communicative approach in the process of teaching a foreign language to students. The main results that were obtained within the scope of this scientific study should be considered to be the substantiation of the effectiveness of the use of communicative methods in the process of teaching a foreign language for the formation of students’ leadership competencies. The results of this scientific research, as well as the conclusions formulated on their basis, are of practical value for foreign language teachers in institutions of higher and professional pre-higher education, teachers, methodologists, as well as other pedagogical workers and scientists who are engaged in studying the problems of foreign language learning, leadership and formation of leadership competence among students at the current stage.

Foreign Language Learning and Learning Disabilities: An Historical, Empirical, and Cultural Perspective for Policies and Procedures

Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The introduction of this new disability was premature because empirical evidence found no relationship between FL learning problems and LDs. Even so, several misguided assumptions about a unique disability for FL learning and a special relationship between FL learning problems and LDs persisted, and an LD diagnosis became the de facto criterion for FL course substitution/waiver policies. In this updated review, these assumptions and evidence falsifying them are examined. Cultural reasons for the assumptions about FL learning and LDs and the adoption of course substitution policies are proposed. The author concludes with recommendations for policymakers.

Analysis Of Language Acquisition in The Qur'an Psycholinguistic Perspectives in Education

This study aims to investigate language acquisition in the Qur'an in more detail from a psycholinguistic perspective. A psycholinguistic lens is used to explore language in this article. This study chose a descriptive qualitative approach as the research methodology. The literature review uses the data source, which looks for data sources in papers and books from scientific journals related to the previous research. The data collection method used in this research is a library or literature review. The material to be observed is journal articles that discuss language acquisition in the Qur'an from a psycholinguistic perspective. According to the findings of this study, Arabic is the language of religion and international communication in the current global era. Therefore, it cannot be denied that learning Arabic is very important for understanding religious teachings, especially the teachings contained in the Qur'an. Psycholinguistic understanding is essential for language learning because it allows one to understand the psychological processes that occur when someone speaks, reads, writes, or listens, as well as the processes that happen when someone says, reads, and reports. This understanding allows one to see alternative psychological solutions to language learning problems

Possible Language Teacher Selves and Their Contribution to Foreign Language Speaking Anxiety: A Study Over English Language Teaching and English Language and Literature Departments

Speaking in front of people is challenging even in one‘s own language. So it can be asserted that if teachers are aware of the reasons for their students’ English speaking anxiety, they may teach their classes better and decide on the most effective teaching techniques and methods. Speaking anxiety and speaking self-efficacy can be suggested among the most common problems in foreign language learning. The aim of the current study is to investigate whether there is a significant difference between foreign language speaking anxiety levels of English Language Teaching (ELT) and English Language and Literature (ELL) departments’ students; to investigate the degree and type of correlation between these FLSA variables of two departments; and to investigate the students’ levels of FLSA and whether their degree of anxiety in speaking a foreign language differs according to the departments of the students. The study has the features of quantitative research design. Data are received from 4th year students of English Language Teaching and English Language and Literature Departments. The findings show that there is a significant difference between the foreign language speaking anxiety levels of ELT and ELL students; ELT students are less anxious in speaking English than ELL students.

Pembelajaran Bahasa Arab di Era Digital: Problematika dan Solusi dalam Pengembangan Media

Stakeholders in the education world are striving to use technology as a tool to advance education, especially in the learning of Arabic language. By combining various media such as audio, visual, and text, learning can be improved and deepened compared to using only one type of media. Arabic is the second foreign language taught in Indonesia, so it is important to utilize technology in learning this language. Therefore, this research aims to describe the problems and solutions of Arabic language learning in the development of learning media. This research uses a qualitative design method and data is obtained from articles and reading sources related to the discussion topic. It can be concluded that linguistic problems include phonetics, morphology, and structure, while non-linguistic problems include learning motivation, learning facilities, teaching methods, learning time, and learning environment. Meanwhile, language learning problems also vary depending on the age of the students and different learning environments. Solutions in media development must be adjusted to linguistic and non-linguistic problems.

Problematika Pembelajaran Bahasa Arab pada Mahasiswa Lulusan Umum di Prodi Pendidikan Bahasa Arab Universitas Pendidikan Indonesia

This study aims to determine the problems of understanding Arabic language learning in general graduate students of Arabic language education study programs. This study uses qualitative research methods with descriptive analysis and data collection techniques in the form of interviews and literature. The results of this study are 1. linguistic problems that general graduate students find challenging to understand Arabic learning material, both from memorizing vocabulary, grammar, or Nahwu and Sharaf and having difficulty understanding the material being studied. 2. Non-linguistic problems The problems that occur with general graduate students are for motivation. Students have the motivation to want to understand learning Arabic. However, learning material in class is considered difficult to understand because these students do not understand the methods used. Then the external environment of students who are not fluent in using Arabic affects the fluency of students learning Arabic.

Language anxiety in an Algerian multilingual tertiary context

Few phenomena can be as debilitating or frustrating as anxiety. It is a severe problem in language learning and is one of the most important barriers. Although there is plenty of literature on language anxiety, little research has examined the connection between multilingualism, proficiency, and foreign language anxiety. Therefore, the objective of this study was to assess the degree of English language anxiety among multilingual undergraduate Algerian students exploring the main anxiety factors and taking into account their ethnicity, language proficiency, and university major as three key variables. To accomplish these primary objectives, 471 undergraduate university students ranging in age from 19 to 24 years old and majoring in natural sciences, human sciences, and applied sciences were involved. A foreign language anxiety scale comprised of 23 validated items distributed among three factors: communicative anxiety, fear of failure, and negative experiences, was used as the study instrument for data collection. The study’s findings showed that the participants generally had moderate anxiety levels. Communicative anxiety emerged as the most common form of anxiety, followed by fear of failure and negative experiences. The less anxiety a student experienced, the more advanced their English level was. Arab students were more anxious than Amazigh students. Speaking more than one language may make one less anxious. There were no significant differences between the students’ majors and anxiety levels. Recommendations are made based on these findings.