Language Learning Research Articles

Tapping into family power: Enhancing English learning for Chinese children in Banda Aceh through parental involvement

Learning English at an early age is believed to lead to a significant improvement in children's language skills. Parental involvement is thought to have a positive influence on children's development in learning English as a second/foreign language. A preliminary study found that Chinese parents are actively involved in helping their children learn English. Therefore, this study aims to investigate the types of parental involvement of Chinese parents and their roles in helping their children learn English in Banda Aceh, Indonesia. The focus of this study is on six types of parental involvement (parenting, communicating, volunteering, supervising children's learning at home, decision making, and collaborating with the community) and five roles of parents (motivators, models, facilitators, sources of knowledge, and coordinators) in children's education as proposed by Epstein (2011). The participants of this study are ten Chinese parents, seven mothers and three fathers, who have enrolled their children for early English language learning in one of the private courses in Banda Aceh, Indonesia. This study used a qualitative approach and was conducted through interviews. The findings show that Chinese parents engage in four types of parental involvement: parenting, communication, monitoring children's learning at home, and decision making. They also fulfil five parental roles in their children's language learning: motivators, models, facilitators, knowledge sources and coordinators. As this study focuses on parental involvement in children's English learning at primary school level, it is suggested that further research should aim to examine parental involvement in children's English learning at different levels of education, such as middle school or senior high school.

The Effect of Online Platform Videos on Iraqi EFL Learners' Achievements in Writing Skill at the University Level

Mastering the English language skills specifically the writing one is not an easy task in spite of theories and models about language learning that have been conducted through centuries. However, the present study is an attempt to shed light on the effect of online platform videos on Iraqi EFL learners' achievements in the second class in writing skill during the second academic semester of 2023-2024. The study targeted (20) subjects, (10) males and (10) females who study writing skill as an academic subject in the second class at the Department of English, College Arts, University of Mosul. The experimental lessons covered (30) hours during (10) weeks for undergraduate students. The adopted tools of data collection are pre-and-post tests and a questionnaire. Additionally, the cooperative learning model proposed by Kagan and Kagan (2009) is adopted. The results of the study show that students who were exposed to the experiment made progress in writing skill after implementing video-based lessons.

Beyond The Basics: A Detailed Survey of Advanced Python Applications and Innovations

Abstract: Python is the general purpose, high-level, scriptable, interpreted, object oriented and easy to learn language was developed by Guido van Rossum. Python is a popular programming language because of its simplicity, ease of use, open-source licensing, and accessibility. It provides various libraries and frameworks for learning and real world programming. Python’s versatility and active community make it an ideal language for Machine Learning, Data Science, Artificial Intelligence, Networking, Game Development, Web Development and various other domains. In this paper, we will provide an introduction to the main Python programming software tools used for Web development, Data science, Machine learning techniques, Educational Development, etc. In this paper will first introduce Python as a language, and give introduction about Web Development, Data science, Machine learning, Educational Development & Financial Analysis and then describe packages that are popular in that sector

Challenges Teachers of English Encounter when Teaching Composition Writing using Writing Approaches: The Case of Three Selected Secondary Schools in Central West Education Division-Malawi

This study aimed to investigate the approaches teachers of English use to teach composition writing and how these approaches impact writing competence. The study explored the challenges teachers of English in secondary school face when implementing these writing strategies in the classroom. Adopting a qualitative methodology and employing a case study design, the study utilized in-depth interviews, focus group discussions, classroom observations, literature reviews, and analysis of documents, including learners' exercise books to collect data from selected participant language teachers and learners. Data were transcribed, categorized, and coded using content analysis techniques. The findings reveal that teachers predominantly rely on a product-oriented approach to teaching composition. However, this approach has limitations, as it often leads to surface-level errors, a lack of ideas or vocabulary, poor organizational skills, and an overall inability among learners to compose effectively. Learners also demonstrated poor writing skills, including a lack of ideas and vocabulary, and exhibited general apathy towards composition writing, hindering their development as effective communicators in an increasingly globalized world. The study's findings suggest a need for further research into the impact of various writing approaches on students' writing competence and provide a foundation for future studies in this area

Linguistic Acceptability

Abstract: This article is about linguistic acceptability, and in this article, linguistic acceptability is treated as a synonym of textual acceptability. This article has as fundamental objective to understand the factors that contribute to the establishment of linguistic acceptability, and to continue this study, the starting question was the following: What are the factors that contribute to the establishment of linguistic acceptability? Therefore, to answer this question, the line of bibliographical research was adopted as a methodology in order to understand the different perspectives linked to this theme in order to understand and comprehend the determining conditions that contribute to textual acceptability in a given communicative event. In this way, it is understood that this article can substantially contribute to raising awareness among potential speakers of a language about the essential criteria that guarantee textual acceptability, but also about its relevance in the language teaching and learning process. Thus, in view of the above, it is concluded that textual acceptability is characterized by the ability of the receiver to attribute a certain meaning to the linguistic sequences produced by his interlocutor, there are several criteria that must be mobilized, relevant for example for linguistic knowledge, sociolinguistic knowledge and pragmatic knowledge, that is, the learner of a given language must simultaneously master linguistic conventions and sociocultural conventions on the use of language within the speaking community

Factors influencing the completion of extensive reading tasks: A case study of Indonesian students in tertiary EFL class

Extensive Reading (ER) has received considerable attention in foreign language teaching and learning in Indonesia. However, research on student engagement and completion rates of ER assignments in higher education is limited. This qualitative case study investigates the factors that influence the completion of ER assignments among students in a counselling programme at a state university in Kalimantan. Using semi-structured interviews, the study explores students' perspectives and experiences to gain a comprehensive understanding of the challenges they face in completing extensive reading assignments. The findings reveal a complex interplay of factors that impede task completion, including lack of intrinsic motivation and interest in reading, vocabulary difficulties, and the learning environment. These findings highlight the critical role of English language teachers in creating a motivating and supportive learning environment, providing targeted vocabulary instruction and fostering a reading culture to maximise the benefits of ER for language acquisition and academic success in higher education.

AI-Guided Cancer Therapy for Patients with Coexisting Migraines

Background: Cancer remains a leading cause of death worldwide. Progress in its effective treatment has been hampered by challenges in personalized therapy, particularly in patients with comorbid conditions. The integration of artificial intelligence (AI) into patient profiling offers a promising approach to enhancing individualized anticancer therapy. Objective: This narrative review explores the role of AI in refining anticancer therapy through personalized profiling, with a specific focus on cancer patients with comorbid migraine. Methods: A comprehensive literature search was conducted across multiple databases, including PubMed, Scopus, and Google Scholar. Studies were selected based on their relevance to AI applications in oncology and migraine management, with a focus on personalized medicine and predictive modeling. Key themes were synthesized to provide an overview of recent developments, challenges, and emerging directions. Results: AI technologies, such as machine learning (ML), deep learning (DL), and natural language processing (NLP), have become instrumental in the discovery of genetic and molecular biomarkers of cancer and migraine. These technologies also enable predictive analytics for assessing the impact of migraine on cancer therapy in comorbid cases, predicting outcomes and provide clinical decision support systems (CDSS) for real-time treatment adjustments. Conclusions: AI holds significant potential to improve the precision and effectiveness of the management and therapy of cancer patients with comorbid migraine. Nevertheless, challenges remain over data integration, clinical validation, and ethical consideration, which must be addressed to appreciate the full potential for the approach outlined herein.

The impact of contextual understanding on neural machine translation accuracy: A case study of Indonesian cultural idioms in English translation

The translation of Indonesian idiomatic expressions into English using Neural Machine Translation (NMT) systems presents significant challenges due to the intricate nature of idiomatic language. Idioms are culturally embedded constructs conveying meanings different from their literal interpretations. This study explores the effectiveness of NMT systems in capturing and translating Indonesian idiomatic expressions into English. Using a qualitative approach, 150 diverse Indonesian idioms were evaluated through Google Translate and DeepL. Each idiom was assessed for semantic accuracy, syntactic coherence, and contextual fidelity. Qualitative analysis provided a comprehensive evaluation of translation quality. Findings reveal significant challenges for NMT systems in translating idiomatic expressions. Both Google Translate and DeepL show strengths in some areas, but also have limitations. While they generally capture literal meanings, they often miss metaphorical nuances and cultural connotations. Syntactic errors such as incorrect word order and tense inconsistencies are common, especially in complex idioms. In addition, contextual fidelity analysis shows that NMT systems struggle with contextual appropriateness and pragmatic usage, resulting in translations lacking cultural sensitivity and relevance. These challenges highlight the need for improved algorithms to better interpret and translate idiomatic language across cultural contexts. Accurate idiom translation is crucial for language learners to understand cultural nuances and idiomatic usage. Enhancing the capabilities of NMT systems requires refining algorithms, developing context-aware models, and expanding training datasets with diverse idiomatic expressions. Overcoming these challenges will advance machine translation capabilities and improve cross-cultural communication and language learning experiences.

OPTIMALISASI PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH LUAR BIASA (SLB) YAYASAN BIF MELALUI KURIKULUM MERDEKA

This research investigates the implementation of the Merdeka Curriculum in teaching English at special schools (SLB) in Mojokerto, specifically focusing on students with special needs. The study aims to identify opportunities and challenges in optimizing English language learning for students with disabilities. Employing a descriptive qualitative approach, data was collected through interviews, observations, and documentation. The findings reveal that the Merdeka Curriculum, which emphasizes independence and diversity in learning, plays a crucial role in enhancing the quality of English language education in SLBs. It fosters an inclusive learning environment that caters to the unique needs of each student, empowering them to become active participants in society. However, the research also highlights challenges, such as the need for adequate teacher training, resource availability, and effective implementation strategies. Overall, this study provides insights and recommendations for improving English language instruction in special schools, advocating for a more inclusive and equitable educational framework.

Students' Readiness and Perceptions Towards Unity for Developing a Multimedia Interactive Package

This study investigates students' readiness and perceptions towards using Unity, a development platform, for creating a Multimedia Interactive Package (MIP). With the growing demand for interactive digital content in education, it is crucial to understand students’ readiness and perceptions in engaging with a platform like Unity in developing a language learning application in the form of MIP. The study examines language students' technology readiness as well as their perceptions towards integrating technology into educational content creation. A quantitative approach was employed using a survey to gather data using a set of questionnaires. The sample involved university language students who enrolled in multimedia development courses. Results indicate that while students generally show enthusiasm for using Unity, students faced challenges that may affect their learning experiences. However, the perceived benefits, including enhanced creativity, interactivity, and practical skill development, contribute to a positive overall attitude. The findings suggest that with adequate support and training, Unity can be a valuable tool for developing educational MIPs, promoting both student engagement and technical proficiency.

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

Exploring the Digital Transformation of Generative AI-Assisted Foreign Language Education: A Socio-Technical Systems Perspective Based on Mixed-Methods

This study investigates the complex dynamics and impacts of generative AI integration in foreign language education through the lens of the Generative AI-assisted Foreign Language Education Socio-Technical System (GAIFL-STS) model. Employing an integrated mixed-methods design, the study combines qualitative case studies and hybrid simulation modeling to examine the affordances, challenges, and implications of AI adoption from a multi-level, multi-dimensional, and multi-stakeholder perspective. The qualitative findings, based on interviews, observations, and document analyses, reveal the transformative potential of generative AI in enhancing language learning experiences, as well as the social, cultural, and ethical tensions that arise in the process. The quantitative results, derived from system dynamics and agent-based modeling, provide a systemic and dynamic understanding of the key variables, feedback loops, and emergent properties that shape the trajectories and outcomes of AI integration. The integrated findings offer valuable insights into the strategies, practices, and policies that can support the effective, equitable, and responsible implementation of AI in language education.

Developing E-worksheet-based TPACK model for Junior High School Students in English Language Learning Context

Background:The goal of this study is at developing an E-Worksheet based on TPACK Model by using Adobe Animate CC and AI Voice. This research was conducted to overcome the students’ problem, the teacher’s problem, and instructional problem that occurred in Language classroom. Methodology:This study is a research and development project that used of the 4D development methodology. The four steps of this model's development are defining, designing, developing, and distributing. Observations, tests, interviews, and questionnaires are examples of research instruments. The e-worksheet was validated by 5 validators, including 2 material and language expert lecturers and 3 media expert lecturers. Findings:The percent formula is used to determine its practicality. The electronic worksheet is classified as very valid with the level of 84.2 % in material or content of product and very valid with the level of 85.9% in media of product. The result of the practicality of the electronic words indicated that the total mean score for all the items in the questioner was 4.5 with a percentage of 90 falling into the category of very practical. The results of the effectiveness test were obtained with a value of 0.81 in the high category. Conclusion:Based on the results of the study it can be concluded that developing an E-Worksheet in Describing words material based on the TPACK Model by using Adobe Animate CC and AI Voice for seventh grade students of Junior Islamic High School is valid, practical, and effective. Originality:The use of TPACK as a resource for creating teaching materials is quite effective

PENGARUH INTERAKSI EDUKATIF GURU SERTA DISIPLIN BELAJAR SISWA TERHADAP HASIL BELAJAR BAHASA ARAB

This study examines how student learning discipline and teacher-student interactions affect Arabic language learning results at SMP Queen Ibnu Sina Genteng in the 2023–2024 academic year. The study uses a pretest-posttest control group and a quasi-experimental approach. Purposive sampling strategies were used to choose 30 students for the experimental group and another 30 students for the control group. The Arabic language learning outcome is the dependent variable, whereas educational interaction and student learning discipline are the independent variables. The Wilcoxon Signed Rank Test and Mann-Whitney U Test (significance level of 0.05) are used to analyze the data from the interaction and learning discipline assessments that are part of the study instruments. The findings show that learning discipline and educational engagement have a major impact on Arabic language learning outcomes. The two variables have a positive association, as indicated by the Paired Sample T-Test's significant value of 0.000 (<0.05). The students performed well, as evidenced by their average Arabic language acquisition outcome of 96.33. To sum up, learning discipline and teacher-student interaction are essential to improving Arabic language learning results at SMP Queen Ibnu Sina Genteng. signifikan interaksi edukatif serta disiplin belajar terhadap hasil belajar bahasa Arab . Uji Paired Sample T - Test menampilkan nilai signifikan 0 , 000 ( <0 , 05 ) , sehingga ada ikatan positif antara kedua variabel tersebut . Hasil belajar bahasa Arab rata - rata siswa menggapai 96 , 33 , menampilkan hasil yang baik . Akhirnya , interaksi edukatif guru serta disiplin belajar berfungsi berarti dalam tingkatkan hasil belajar bahasa Arab di SMP Queen Ibnu Sina Genteng

A new life with a new language: Russophone immigrants’ reflections about language learning

IntroductionThis research investigates resilience and lived experiences of transnational Russophone families amidst global changes, with a focus on the intricate dynamics of communities spread across borders. The study emphasizes the importance of considering individual migrant experiences in understanding language learning and integration. We explored perceptions of local language proficiency among Russophones; challenges faced by adult Russophones in learning a new language; attitudes and experiences of adults regarding language learning; and strategies Russophone immigrants use to address gaps in the target language.MethodsMethodologically, the research employs ethnographic and thematic analyses, drawing on a diverse array of sources including interviews, social media posts, and personal communications. This approach highlights the necessity of considering both prompted responses and spontaneous discussions to capture authentic opinions on language learning from various perspectives.ResultsThe study underscores the interconnectedness and interdependence within transnational families, illustrating how their lives are shaped by factors that transcend national boundaries. The examination of their diverse experiences reveals their capacity to endure and overcome challenges of integrating into new societies. Russophone migrants’ attitudes toward language learning highlight how learning the host country’s language enhances integration and social mobility, while maintaining the native language preserves cultural heritage, although second-generation immigrants often feel disconnected from their linguistic roots.DiscussionStudies by various authors discuss challenges which immigrants face when adapting to a new linguistic environment. This project emphasizes the impact of language learning on identity and reveals cultural flexibility in attaining social justice in multicultural contexts. These insights suggest that language programs and policies should address both the practical needs of immigrants and the preservation of their cultural identities taking into account their naïve views about language learning.

“Language means freedom to me” perspectives of Deaf and hard-of-hearing students on their experiences in the English as a foreign language classroom

IntroductionTeaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.MethodsUtilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.ResultsThe findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.DiscussionThis study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

ENHANCING ELS STUDENTS’ LANGUAGE PROFICIENCY THROUGH SPACED REPETITION

In language learning, the method of spaced repetition has gained significant importance. It is undoubtedly a learning technique that can greatly enhance students' vocabulary and grammar acquisition. Spaced repetition allows to improve students' long-term retention of the language content they study enhancing language learning through active engagement, repetition, and visual aids. The effectiveness of spaced repetition as a method of improving English language acquisition was investigated by the authors of the paper. The participants of the research were students at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute." The experiment involved 76 students, who were divided into two groups: an experimental group and a control group. The experimental group applied spaced repetition to their vocabulary and grammar learning, while the control group continued their studies according to the traditional syllabus without the use of spaced repetition. To assess the impact of spaced repetition, both groups took the same test before and after the experiment. The pre-test served to establish a baseline measurement of each student's vocabulary and grammar proficiency, allowing for a direct comparison of progress made during the study. The post-test, conducted at the end of the experiment, aimed to evaluate the effectiveness of the spaced repetition method by measuring any improvements in language skills. Data was collected through a combination of online surveys and a Likert scale questionnaire. The results demonstrated that the majority of students in the experimental group, who consistently used spaced repetition, reported significant improvements in their language skills, as evidenced by higher scores on the post-experiment test. In contrast, the control group showed less pronounced progress, highlighting the added value of spaced repetition in language learning. The findings underline the versatility and effectiveness of spaced repetition, especially when integrated into the daily learning process. This method not only proved its effectiveness for memorization but also enhanced the practical application of language skills, leading to more confident and accurate communication in English. Additionally, students in the experimental group reported positive impacts on their motivation and time management, further supporting the potential of spaced repetition as a powerful tool for language education across various linguistic fields.

Social Networking Sites (SNS) for Japanese Language Learning

Social Networking Sites (SNS) have become an integral part of modern society, influencing various aspects of life, including education. SNS facilitates interactive, collaborative, and reflective learning experiences in language learning. This study aims to evaluate the use of SNS in enhancing learning inside and outside Japanese language classrooms. The research was conducted using a qualitative approach with a survey method, utilizing a questionnaire distributed via Google Forms. Quantitative and qualitative data collected from 85 Japanese Language Education Study Program students were analyzed and presented narratively. The data were examined through the lens of SNS use in foreign language learning and its impact on language acquisition. The results reveal that most students frequently use SNS platforms such as YouTube, Instagram, and Twitter for learning Japanese, both for classroom materials and independent study. Additionally, students reported that SNS use has improved their reading, writing, listening, and speaking skills in Japanese. Moreover, SNS has been identified as a motivational tool, fostering students’ confidence in using the language orally and in writing. These findings provide valuable insights for future research on using SNS as a learning medium in Japanese language education.

Saudi EFL Students’ Attitudes Toward the Target Culture and Its Relationship with Their Linguistic Backgrounds

Culture and language have long been focal points of investigation, and both have been intensively discussed in the academic literature, but little attention has been paid to the influence of EFL students’ linguistic backgrounds on their attitudes toward the target culture, especially in the Saudi context. This mixed-method study aimed to explore the impact of learners’ linguistic backgrounds (mainly their language academic achievement levels and contexts of language learning) on their attitudes toward the target culture. The data was collected using an online questionnaire. A total of 84 students from the Faculty of Language and Translation at King Khaled University participated in this study. A Pearson correlation coefficient test and thematic analysis were used to interpret the data. The results showed a significant relationship between the participants’ linguistic backgrounds and their attitudes. The results also indicated that the participants had an overall positive attitude toward the integration of the target culture into language learning. In light of the findings, EFL students’ linguistic background should be taken into consideration before embedding the target culture into language learning.

Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings

AbstractEnglish academic presentation (EAP) is an indispensable skill set of academic communication for university students. With the rapid development of desktop virtual reality (DVR), its application in language learning is worth exploring. The present study aimed to examine whether there is an improvement and difference in students' EAP by learning from the DVR with an in‐video pedagogical agent (PA) or an out‐of‐video PA. Adopting a between‐subject experimental design, a total of 64 students were randomly assigned to one of two group conditions depending on whether the PA was inside or outside the lecture video embedded in DVR. Participants' EAP performance, attention allocation and behavioural patterns were measured and analysed. As hypothesized, t‐tests, repeated ANOVA and lag sequence analysis showed that the participants who learned from the DVR with an out‐of‐video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in‐video PA. Overall, our findings suggest that in a VR educational environment of video lectures, instructors should consider using an out‐of‐video PA to increase their social presence and improve students' learning experience. Practitioner notesWhat is already known about this topic EAP is an indispensable skill set of academic communication for university students. PA is an effective social cue in video lectures to promote learning. VR has been widely applied in language learning. What this paper adds Reveals the relationship between the PA's positioning and the learners' EAP performance and deepens the understanding of the PA's positioning in video lectures of a DVR learning environment. Provides empirical analysis of natural eye‐tracking during the video learning in DVR scene and EAP data during the experimental condition. Students who learned from the DVR with an out‐of‐video PA showed better learning performance, less attention allocation on content and more frequent behavioural patterns than those with an in‐video PA. Implications for practice and/or policy Designers are encouraged to use DVR with an out‐of‐video PA to enhance students' social presence and learning experience.