Language Learning Research Articles

Unveiling Linguistic Frontiers in the 21st Century: A Systematic Literature Review of the Rise of Big Data’s Role in Data-Driven Language Learning in the Saudi Arabian Context

This study delves into the potential role of big data and data-driven language learning in shaping the language learning landscape within the Saudi Arabian context. A comprehensive literature review, following the four main phases of PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines involving Boolean operators (AND, OR, NOT) to employ specific inclusion/exclusion criteria as well as truncation techniques across major academic databases and prominent journal publishers, revealed a significant gap in research about how data-driven approaches influence language teaching in the Saudi educational context and sociocultural environment. As such, this study aims to illuminate the need to fill the identified gap by providing insight into future avenues for exploring big data’s role in language pedagogy specific to Saudi Arabia. By addressing the main research question of how big data can influence and enhance language learning, this research underscores the importance of developing innovative, data-informed strategies that align with Saudi Arabia’s educational goals. Ultimately, findings will inform and recommend various approaches to empower language educators, policymakers, and stakeholders in harnessing the transformative potential of big data. This will enable the development of data-driven strategies to foster linguistic competence, promote lifelong language learning, and cultivate a data-driven culture of language proficiency among Saudi students. The research provides valuable insights into an understudied area at the intersection of big data, language pedagogy, and the distinct Saudi educational landscape

Организация Самостоятельной Подготовки Военнослужащих по Русскому Языку как Иностранному

The study is devoted to the organization of independent training of military specialists in a military university when teaching the Russian language. The purpose of the article is to prepare means for managing self-training, taking into account the creation of effective mechanisms for intensive training using modern interactive techniques that stimulate the motivational interest of military specialists in verbal communication and organizing their own speech. The article offers practical recommendations for mastering textual activity both under the guidance of a teacher and in self-training, promoting the individualization of learning and self-management of the speech-thinking intellectual-cognitive process. To solve the problem, research methods such as applied and descriptive were used. The presented article actualizes the problem of organizing self-training in teaching Russian as a foreign language to foreign-speaking military personnel. Factors specific to a special purpose educational institution are analyzed, to which a teacher teaching RFL in short-term intensive courses must pay close attention. The idea is substantiated that it is necessary to take into account the specifics of special-purpose educational institutions when training, as well as to compensate for the limited language environment, which will entail the effectiveness of mastering language training programs for military specialists. The key problematic points on the way to preparing for the development of short-term language training programs are identified and characterized. The conditions and ways to eliminate difficulties in the process of learning the Russian language are identified and argued, the implementation of which will allow the teacher to effectively carry out language training. As a result of this study, the author concludes that the correct organization of independent work of foreign language students can increase the effectiveness of their learning of the Russian language, and also contribute to the formation of the personality of a specialist ready for self-development and self-education.

The Analysis of the Turkish EFL Students’ Needs for a Translation Course at a State University

Globalization has made translation an integral part of our daily lives, spanning education, technology, and commerce, thus accentuating its significance. This has prompted universities to offer various translation courses, tailored to their specific contexts. However, the diversity in these programs highlights the need to cater to the distinct requirements of English as a Foreign Language (EFL) learners effectively. This study aims to uncover the specific needs of EFL learners in designing translation courses, with a focus on enhancing their relevance and student-centeredness. By gathering insights into learners’ perspectives on translation courses, the research seeks to understand their preferences and expectations. “What are students’ beliefs and attitudes regarding translation courses in EFL departments?” is the main research question of the present study. To achieve this, 50 EFL students from a state university in Ankara participated in the study, selected through convenience sampling, and responded to a structured questionnaire developed by Hui-Chuan Wang. The questionnaire covered various aspects of course planning, instructional methods, learning objectives, materials, teaching styles, and evaluation techniques. Employing a quantitative approach, the study aims to provide a clear understanding of learners’ expectations and requirements regarding translation courses. Ultimately, the findings are expected to inform improvements to the translation course curriculum at the state university, ensuring it better meets the needs of students.

Exploring the Efficacy of Scaffolded Learning in English Language Learning at the Secondary School Level

The educational landscape is evolving, with a shift towards innovative pedagogical strategies to improve student learning outcomes. This article explores the effectiveness of scaffolded learning in secondary school English language education as a means to enhance student engagement and learning experiences. By comparing scaffolded learning with traditional teaching methods, the study aims to evaluate its impact on English language skills, student motivation, attitudes towards learning, and long-term retention and application of language skills. Challenges faced by educators in implementing scaffolded learning, its influence on classroom dynamics, feedback mechanisms, inclusivity, and adaptability to diverse student needs and IQ levels will also be examined. The findings seek to contribute valuable insights to optimize English language teaching practices in secondary schools.

Exploring the Influence of Social Media and Online Communities on Affordances in ELT

In modern times, the popularity of social media and online communities play an important role in both daily life and language learning. Social media and online communities have become integral to modern life, offering unique opportunities to transform English Language Teaching (ELT). This literature review examines how the affordances provided by these platforms are reshaping the current landscape of ELT through an ecological perspective. Specifically, the study investigates their influence on teaching and learning practices, focusing on how these affordances foster authentic language use, collaboration, and personalized learning experiences. Additionally, the review explores the implications of these affordances for teachers’ strategies in designing dynamic, multimodal learning environments that extend beyond traditional classrooms. By synthesizing findings from recent research (2014–2024), the study highlights the transformative role of social media and online communities in creating enriched affordance environments. These platforms enable greater learner autonomy, cultural awareness, and engagement. The study also identifies practical recommendations for educators to integrate these tools effectively while addressing challenges such as digital literacy and privacy concerns. This review provides a comprehensive understanding of how digital affordances are shaping ELT and suggests strategies for leveraging them in innovative and sustainable teaching practices.

Effectiveness of Using Google Translate in Second Language Learning: A Study Based on Hindi and Sinhala Languages

Google Translate and other machine translation programmes are starting to change how language is taught and learned. Language instructors and expert translators might have laughed at machine-generated writing a few years ago. At least some language pairings and texts contain both learner-created and machine-created languages due to the transition from statistical machine translation to more recent neural machine translation techniques that use artificial neural networks, and it can be challenging to discern between machine-created and learner-created languages. The present study aims to examine students’ perceptions of the effectiveness of using the Google Translate tool when translating academic documents. The participants of this study were 25 students who are currently studying for their Bachelor of Arts Honours Degree in Hindi as a second language at the University of Kelaniya, Sri Lanka. This study reveals that students tend to use Google Translate depending on the complexity of a certain document and the availability of relevant dictionaries. Furthermore, most students found it useful to use Google Translate, and they prefer partial translation. The majority of students agree that they post-edit the translation using Google Translate. This research also suggests strategies that can be adapted to use Google Translate effectively.

Arabic Vocabulary Learning Strategies in Early Childhood: A Case Study at an Integrated Islamic Elementary School

This study explores the strategies and methods for teaching Arabic vocabulary to young children at an Integrated Islamic Primary School (SDIT). The research analyzes how different teaching approaches affect vocabulary acquisition in early childhood education. A qualitative descriptive method was used, with data collected through classroom observations, in-depth interviews, and document analysis. The main strategies identified include visual and audio media, thematic approaches, repetition, and interactive games. The results highlighted that multisensory and Total Physical Response (TPR) methods significantly improved vocabulary retention and student participation. The communicative approach also proved effective in helping students use new vocabulary in practical contexts. The findings suggest combining visual, physical, and verbal techniques is the most effective way to improve vocabulary acquisition. This study contributes to the ongoing discourse on language learning by providing insights into effective vocabulary teaching strategies in an Islamic educational setting, with implications for curriculum development and teacher training.

A Multidimensional Analysis of Foreign Language Anxiety among Students: Implications for Academic

Inside the realm of second language acquisition, Chinese university students encounter significant subjective challenges, particularly Foreign Language Anxiety (FLA), which is widely recognized for its broad impact. As globalization and foreign language instruction intensify, FLA has become a key research area in education and psychology. A wealth of literature has delved into FLAs influence on learners psychological well-being, cognition, and behavior. This study systematically reviews the literature to explore the role and effects of FLA in Chinese students second language learning. It reveals that FLA impacts emotional states and cognitive processing, leading to heightened emotional filtering that impedes language acquisition. This anxiety can result in psychological, cognitive, and behavioral stress, negatively affecting language development and academic success. Employing a literature analysis approach, the study compiles and analyzes both domestic and international sources, identifying the ubiquity of FLA among Chinese university students and its detrimental effects on academic performance, mental health, and physical well-being. The research aims to inform educational practices and guide the development of teaching strategies to mitigate FLA, thereby enhancing the second language acquisition of Chinese university students.

Design of BIPA Teaching Materials in the Riau Islands Context for Darmasiswa Students

Indonesian for Foreign Speakers (BIPA) is Indonesian for Foreign Speakers (BIPA) is a learning program to help foreign students learn Indonesian and familiarize themselves with its culture. This study aims to design an Indonesian language learning book for Foreign Speakers (BIPA) by highlighting the culture of the Riau Islands at a university in Batam using audio-visual aids, especially for Darmasiswa Republic of Indonesia students. The aim of this research is to design Indonesian language teaching materials for Foreign Speakers (BIPA) that focus on the cultural context and local wisdom of the Riau Islands, especially for Darmasiswa program students. This research found that it is critical to include interactive and culturally relevant resources in BIPA training, using research and development (RnD) methodology using interviews as the instrument. There were 6 Darmasiswa students who were interested in learning Indonesian who were the subjects of the research. In collecting the data, interviews were conducted and to analyze the data the researchers transcribed the data that had been obtained. The results of this research shed new light on the process used to create BIPA teaching material books that can be used for learning for foreign students at the Riau Islands level. This shows that making BIPA textbooks interactive with audiovisual components and adding interactive sections can increase student interest and participation. BIPA learning can be brought closer to the goals and ability levels of students by practicing efficient strategies to overcome discovered deficiencies and redesigning learning materials to increase interaction, diversity and cultural relevance. The implication of this research is that providing BIPA teaching materials designed with the context of the Riau Islands can provide significant benefits for the learning of Indonesian language and culture by Darmasiswa students.

Navigating Academic Language in English Medium Instruction (EMI) Science Classrooms in Hong Kong

The use of English to teach content subjects is a growing phenomenon in schools around the world. However, many content teachers in English medium instruction (EMI) classrooms are unsure of the extent to which they should focus on academic language while teaching their subjects. Should they focus on content and not be overly concerned about language, or should they put more emphasis on fostering students’ academic language skills? This study explored the role of academic language in EMI science classrooms from the perspective of secondary teachers and students in Hong Kong through the lens of Systematic Functional Linguistics (SFL) and a sociocultural approach to academic language. Interviews and focus group discussions were conducted with 10 teachers and 50 students, respectively. The results reveal the participants’ attitudes towards academic language in science learning, report relevant practices, and highlight the challenges and coping strategies for teaching and learning academic language in science classrooms. The data shows that the participating teachers and students all had a preference for teaching and learning science content over language. The teachers expressed concerns regarding their students’ limited academic English proficiency for effective communication during science lessons. However, the students focused overwhelmingly on their lack of vocabulary knowledge. Both groups also demonstrated a lack of effective strategies to improve academic English abilities necessary for authentic communication during science learning. The implications of the value of using different registers of English to facilitate EMI science learning are discussed.

The Critical Period Hypothesis: A Convenient Excuse or a Real Barier for Adult Language Learners?

Age holds a significant role in second language acquisition (SLA). Several research shows that the ability to learn a second language decreases when someome gets older. This study reviewed relevant studies on the effect of age on second language acquisition in order to achieve the best results since language learning methods should be adapted to the learner’s age level and specific needs. The results explained that younger learners are more adept at mastering a second language due to their brain's plasticity, which allows them to learn new information quickly. They can easily acquire the language’s grammar, vocabulary, and prnounciation through immersion and exposure. As learners age, their ability to learn a second language decreases. After adolescence, the brain becomes less plastic, and the acquisition of second language becomes more challenging. Research also pointed out that language also has a positive influences on a country’s economic development, as well as improving the international relations of local entrepreneurs. However, adult learners can still learn a second language, but it may take more their time and effort. Moreover, the learning strategies and motivation that learners applied in learning the second language also play an important role in second language acquisition (SLA). Beginners may not have a solid motivation to learn a second language, while adult learners may have a stronger motivation due to professional or personal reasons. Age is a crucial factor in second language acquisition, but it is not the only factor that determines the success of language use. The learner’s learning strategies, exposure, and motivation to the second language also play a significant role in the acquisition of a second language.

Learner Autonomy Through the Use of ChatGPT by Third-Year Students of English Faculty at University of Foreign Language Studies (UFLS)

This study aimed to investigate the impact of utilizing ChatGPT on learner autonomy of third-year students of Faculty of English at the University of Danang – University of Foreign Language Studies (UD – UFLS). In this research, quantitative methods were employed with a close-ended questionnaire aiming to figure the relationship between student use of ChatGPT and their autonomy. Learner autonomy, in this study, was examined in two aspects, study habits and independence of learning. The survey involved 103 students; the collected data were analyzed statistically to answer the research questions. The study’s results showed that ChatGPT has little impact on the participants’ learning autonomy. However, this tool can be useful for learners’ study habits thanks to its personalized feedback and recommendations. Although our research has provided more insights into the field of technology-assisted language learning, especially learning with the use of ChatGPT, further research on the relationship of learning autonomy and ChatGPT with a larger sample and in a longer time should be conducted to ensure consistency and reliability of the impacts of ChatGPT on learner autonomy.

Causes and Effects of Second Language Classroom Anxiety among College Students

Anxiety as a negative influence on the effectiveness of foreign language learning has been confirmed by research. As one of the current mandatory courses for college students in China, foreign language has become an indispensable learning tool and relevant pathway in multiple disciplines. However, a growing body of research suggests that the original foreign language teaching model of most universities is not effective in alleviating their students' foreign language anxiety in the classroom. Based on this, The purpose of this paper is to examine the specific causes of anxiety in the foreign language classroom and its impact on student learning outcomes. In foreign language classroom anxiety. This study will go through the methods of literature review and case study to focus on understanding, exploring, and summarizing the factors that have been influencing second language classroom anxiety. It has been found that the main causes of anxiety in the foreign language classroom include students' foreign language anxiety, the way the teacher gives feedback, and the stress of the classroom environment. Anxiety not only affects students' performance in the classroom but also hinders their process of learning the language, leading to unsatisfactory learning outcomes. In order to effectively alleviate students' anxiety in the second foreign language classroom, future research should also continue to focus on students' anxiety experiences in different cultural contexts to promote further optimization of foreign language education.

QUESTIONING ALIENATION OF HUMANITIES DISCIPLINE IN ENGLISH EDUCATION CURRICULUM

The English language education curriculum tends to focus on technical language issues (skills) and educational aspects. In fact, language proficiency is acquired through practice, training, and habit. Educators must have cognitive, psychological, and sociological understanding. This is the problem: English language learning tends not to involve the humanities in its curriculum. This research aims to explore the factors that make the English Education curriculum less likely to include humanities disciplines while it has crucial impact to the quality of English teaching and learning. In methodology, the type of research is qualitative. The approach in this research is case study. The data collection technique in this research is Focus Group Discussion (FGD). The type of FGD used in data collection is Single Focus Group which supports an explorative space to support the provision of data in the analysis. There are three parts to conducting FGDs: pre-activity, activity, and post-activity. The research employs the thematic analysis technique. There are three main results can be drawn implicitly by the researcher from the perspective of the English Education lecturers: Theoretical-Based Orientation, Skillset Target, and Positivistic Ideology. Firstly, the English Education curriculum processes English language learning through theories. Secondly, the English Education curriculum focuses on the English language skillset. Thirdly, the English Education curriculum aims to produce English teachers who will teach English focusing on the learning process and the learners’ internal problems in the classroom, not the learners’ external problems.

Audio-Based Podcast Media to Improve Listening Skills on Transitive and Intransitive Sentences

The lack of teacher innovation in providing learning media makes learning activities monotonous and boring. This research aims to develop audio-based podcast learning media for Indonesian language learning in grade IV elementary schools. The type of research used is research and development, which refers to the Borg and Gall model. Determination of media validity is carried out by validating media and material experts. The subjects of this research trial were teachers and students (small-scale trial with 6 students and large-scale trial with 24 students. The methods used to collect data were observation, interviews, questionnaires, documentation, and tests. The instruments used in collecting data were questionnaire sheets and test questions. The techniques used to analyse the data are qualitative descriptive analysis and quantitative and inferential statistics. The results of the research show that the assessment given by learning media experts is 91.7%, resulting in very decent qualifications 94%, resulting in a very decent qualification. The t-test results show that there is an increase in the average pre-test and post-test scores. The N-gain test results show a value of 0.73 on the small scale in the high category and a value of 0.61 on the large scale. medium category. It was concluded that audio-based podcast learning media was useful and effective in improving the learning outcomes of class IV students in transitive and intransitive sentence material.

Towards a more equitable education: a lens into EFL teachers’ pedagogical barriers in online assessments

ABSTRACT Online learning and assessment have become a major concern for educators in the field of education due to the many challenges they present. The coronavirus lockdown has profoundly affected the instruction and evaluation processes for English as a Foreign Language (EFL) learners. Therefore, this study aims to investigate the perspectives of EFL teachers on the pedagogical barriers in online assessments. The study employed a mixed-methods approach, involving 28 participants from four different educational settings. During the qualitative phase, in-depth discussions were conducted using the Google Meet app, allowing participants to explore the pedagogical barriers associated with online assessments. The results of the qualitative analysis identified five themes of pedagogical barriers under the central category of fairness and equity: feedback, poor internet speed, learners’ lack of digital literacy, online cheating, and instruction. A ranking scale was subsequently used to assess the perceived importance of these categories. The findings of this study have significant implications for EFL teachers, policy makers, and educational assessment organisations. It provides insights that can inform the development of strategies and policies to address the pedagogical barriers associated with online assessments. By recognising and addressing these challenges, educators and policymakers can enhance the quality and fairness of online assessments, ensuring a more equitable learning experience for EFL students.

The Influence of Reading Strategies on Comprehension Skills in English Language Learners

Reading ability is a fundamental skill in language mastery, especially in English language learning. However, many students in Indonesia experience difficulties in understanding English texts due to a lack of effective reading strategies. This issue forms the basis of a study to evaluate the impact of reading strategies on improving students' reading comprehension. The aim of this research is to analyze how reading strategies can assist students in understanding English texts. The research employs a descriptive quantitative method, involving 50 students divided into experimental and control groups. Data were collected through pre-tests and post-tests and analyzed using normality and homogeneity statistical tests, as well as a T-test to measure the effectiveness of reading strategies. The results showed that the experimental group, which used reading strategies, demonstrated a significant improvement in comprehension compared to the control group. These findings suggest that the application of appropriate reading strategies can enhance reading comprehension skills, particularly for students learning English as a foreign language.

Code-switching – normal oversight on the part of bilingual speakers: A review of literature

This study was inspired by the observation that code-switching is often discouraged in foreign language schools, where the target language and native language are strictly separated, with the target language designated as the 'official' language of instruction. The study sought to examine instances of code-switching in English as a First Additional Language (EFAL) acquisition among Sesotho native speakers in the Intermediate Phase in South Africa. Furthermore, it sought to illustrate the application of tag-code-switching, inter-sentential code-switching, and intra-sentential code-switching in English First Additional Language (EFAL) education for Sesotho native speakers in the Intermediate Phase in South Africa. This paper studied a particular multilingual phenomena, code-switching. While other linguistic behaviours exist, code-switching is the most popular in additional language contexts in South Africa. This research was founded on a literature review of code-switching in additional language situations. The paper examined the three roles of code-switching: repetition, emotional, and floor-holding. It also provided instances of how tag-code-switching, inter-sentential code-switching, and intra-sentential code-switching might be utilised by Sesotho home language learners to improve their comprehension of EFAL. One finding of the study is that, similar to translanguaging, code-switching fosters a sense of belonging and ownership among learners, and it is generally more accessible for the EFAL student to acquire knowledge from familiar concepts to unfamiliar ones. Another conclusion is that learners' restricted engagement in academic activities, attributable to their inadequate language proficiency, also impacts their motivation. The study advocates for the implementation of code-switching to improve learners' classroom involvement by allowing them to utilise their native language in the acquisition of a second language. The impact of code-switching on Sesotho home language learners' comprehension of EFAL in the Intermediate Phase in South Africa remains undetermined, necessitating further investigation into this important issue.

Is it a method or approach? A systematic review of communicative language teaching in Japan

ABSTRACT In many FL contexts, pressure to adopt Communicative Language Teaching (CLT) has surged. In Japan, CLT is gradually being implemented by teachers and schools following the Ministry of Education’s efforts to improve Japanese learners’ communication skills. This systematic review article has two primary goals: to understand how the Japanese research community define and conceptualize CLT in the context of the ongoing policy shift, and to evaluate the effectiveness of classroom-based CLT research on Japanese learners’ language development. Analysis reveals significant inconsistencies in how CLT is defined and conceptualized, often conflating it with a method of training speaking proficiency. This framing of CLT as a method primarily for speaking is argued to stem from misinterpretations of domestic macro-level policies and CLT’s positioning in duality with traditional methods which inaccurately shoehorn it into the same categorical container of a method rather than approach. Moreover, while classroom-based research in Japan offers some empirical evidence that CLT has language learning benefits, there are insufficient studies which show how CLT can be effectively adapted in contextually appropriate ways, which is partly due to methodological issues and a lack of robust testing instruments. The paper concludes by offering suggestions for future research.

Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.