English Learning Research Articles

Revisit English Learner Autonomy Among Chinese Non-English Major Students During the COVID-19 Lockdown

As the primary and immediate learning context, schools are underrepresented in learner autonomy studies. Scholars’ concerns over the intricate nature of schools lead to inadequate attention on the medium of learner autonomy development. To fill this research gap, a convergent mixed method design included a self-developed questionnaire, and four semi-structured interviews were employed to examine the non-English major sophomores’ learner autonomy during the COVID-19 pandemic. The triangulation of quantitative and qualitative evidence yielded that between a public and a private university, there was a statistically significant difference in English as a foreign language (EFL)s’ motivation for autonomous learning during the COVID-19 lockdown. But other than the degree of motivation, no difference was captured regarding EFLs’ belief and knowledge of autonomous English learning, as well as their metacognitive knowledge. Overall, EFLs were confident about their capacity to do autonomous English learning but engaged in a few systematical autonomous English learning during the COVID-19 pandemic. Based on the results, discussions over Chinese EFLs’ learner autonomy and possible explanations for the motivation differences are included. Pedagogy implications and limitations are elaborated on at the end. Plain Language Summary Using a mixed method design, this study reveals the English as a foreign language (EFL) learner autonomy and the role of schools in differentiating it, during the COVID-19 pandemic. The triangulation of quantitative and qualitative data yielded that despite mainfesting confidence in their capacity for autonomous learning, Chinese EFL learners did not engage in active, systematic autonomous language learning during the lockdowns. The motivation for autonomous English learning differed between universities, with learners from the less prestigious private University Qiu demonstrating more motivation than EFLs from the top public University Nan. The study contributes to understanding EFL learner autonomy during a challenging time of school lockdowns and their motivation issues. It highlights the discrepancy between learners’ self-reported autonomy and engagement in independent language learning. Additionally, it challenges the assumption that learners from prestigious universities would exhibit higher motivation for autonomous learning, showing that motivation can vary depending on the university context.

The Role of ChatGPT in English Language Learning: A Hedonic Motivation Perspective on Student Adoption in Chinese Universities

Recent advancements in artificial intelligence, particularly OpenAI’s ChatGPT, have transformed English language learning through Computer-Assisted Language Learning (CALL) tools. This study examined the adoption of ChatGPT among university-level English learners employing the Hedonic Motivation System Adoption Model (HMSAM). An online survey was conducted with 266 valid responses, analyzed using Structural Equation Modelling (SEM) to assess the key factors influencing ChatGPT adoption. According to the findings, the main factors influencing students’ inclination to utilize ChatGPT are perceived usefulness, boredom, and a sense of control. These findings highlight important considerations for integrating AI in English education, suggesting that practical AI tools must address both functional and motivational aspects of learning. The study offers insights for educators and developers in designing AI-driven language learning tools that align with students’ needs and motivations, potentially shaping the future of English education.

Experiences of a Chinese English Learner in the Framework of Sociocultural Theory: An Autoethnography

This study explores the process of second language acquisition (SLA) among Chinese learners within the framework of sociocultural theory, particularly focusing on Vygotsky’s Zone of Proximal Development (ZPD). Through an autoethnographic methodology, the author reflects on personal experiences of learning English in both China and abroad, aiming to fill a gap in SLA research by emphasizing localized Chinese contexts. The findings suggest that access to guidance from more capable individuals, whether teachers, peers, or others—plays a critical role in helping learners navigate their ZPD, thus enhancing their language acquisition. However, the study identifies that many Chinese learners underutilize their surrounding sociocultural environment, limiting their learning potential. This research not only underscores the role of ZPD in language learning but also offers practical insights for both students and educators, advocating for greater student agency in seeking help and for teachers to actively engage in fostering students' ZPD development. Despite its contributions, the study’s autoethnographic approach introduces limitations in terms of subjectivity and sample size, highlighting the need for future research to incorporate diverse perspectives and larger datasets. This research offers a valuable perspective on how sociocultural theory can inform SLA practices in Chinese educational settings, contributing to improved pedagogical strategies.

BALANCING TRADITION AND TECHNOLOGY: A COMPARATIVE STUDY ON VOCABULARY ACQUISITION IN INTERMEDIATE ENGLISH LEARNERS

This study explores the effectiveness of traditional and technological methods in vocabulary acquisition among intermediate-level English learners. A mixed-methods approach was used, combining quantitative data from pre-tests, weekly exams, and post-tests with qualitative insights gathered from surveys and interviews. Over a six-week period, 30 students participated in lessons utilizing both traditional teacher-led instruction and technological tools such as mobile apps and digital flashcards. The results revealed that while the traditional group showed steady but moderate improvement, the technological group experienced more rapid and significant gains in vocabulary retention. Interviews with participants highlighted the strengths and challenges of both methods, emphasizing the need for a blended learning approach. This study suggests that combining traditional and technological methods can offer a more comprehensive and effective learning experience, catering to diverse learner preferences and enhancing overall vocabulary retention.

A study of project-based learning to intermediate EFL learners in reading class: enhancing self-regulated learning of post-secondary students in Macao

AbstractThis study explored two new pedagogical conceptions—project-based learning (PBL) and self-regulated learning (SRL), to enhance effective English teaching and learning in Macao, and to prepare EFL learners for life-long learning. PBL makes English instruction engaging and SRL empowers learners to take ownership of their learning process. The combination of these two methodologies can facilitate students to develop into independent and efficient English learners. The study, guided by Zimmerman’s cyclical phase model of SRL and English and Kitsantas’ PBL/SRL model, was action research which aimed to investigate whether PBL could positively influence the development of intermediate EFL learners’ SRL ability at the post-secondary level in Macao. Research instruments included questionnaires, interviews, students’ reflective notes and teacher’s field notes. Both qualitative and quantitative findings indicated improvement in the students’ SRL ability, reflected in three aspects—motivation, metacognition, and behaviors. The students’ motivational beliefs were significantly strengthened, and more self-regulated behaviors were generated. Though the use of metacognitive strategies did not showcase as significant enhancement as the former elements through the study, the experimental group made progress in using some specific strategies, such as evaluating learning outcomes and making study plans. The summary of the study is that PBL was beneficial to the development of SRL. This research endeavor not only contributes to the existing body of knowledge but also serves as a catalyst for educators to advocate policy reforms, fostering the design of learner-centered, flexible, and coherent post-secondary EFL curricula.

The Implementation Of Teams Game Tournament (TGT) To Improve Students’ Writing Ability Of Second Grade Students In SMP Negeri 7 Padang

This study aimed to determine whether the implementation of the Teams Game Tournament (TGT) can improve students’ writing abilities in learning English of second grade students in SMP Negeri 7 Padang. The population was second grade students in SMP Negeri 7 Padang. The sample of this research was 33 students of VIII.5 class. This type of research was quantitative. The method used was a pre-experimental design, with one group pre-test and post-test. The result of the data showed that the average students score on the post-test was (89,45) higher that the average score on the pre-test (60.24). From the t-test, the study showed that the t-test value (11,54) is higher that t-table (1,697) at a significance level of 0,05 with degree freedom (df) = 32. This result meant that there was a significant difference. This indicated that the alternative hypothesis (H1) was accepted and the nul hypothesis (H0) was rejected. Hence, it can be concluded that the implementation of Teams Game Tournament (TGT) significantly improve students’ writing ability.

Investigation of Chinese College Students’ Perceptions, Needs, and Self-Assessment of Spoken English Competency

Spoken English Competency (SEC) remains a critical weakness in English Proficiency (EP) of Chinese college students, particularly when compared with their English competency in writing and reading. Despite years of English learning since elementary school, Chinese college students often struggle to master SEC. Although previous studies have explored Chinese students’ SEC from various perspectives, there is still a significant knowledge gap, especially from students’ perspectives. This study aims to analyze students’ Perceptions and Needs of Spoken English (PNSE) and their Self-Assessment of Spoken English Competency (SA-SEC) with the language output evaluation indicators (including three dimensions: complexity, accuracy, and fluency [CAF]). The study analyzed 2,677 (male = 1,340, female = 1,337) online questionnaires from college students across four English proficiency distinct groups. There are four identified aspects of PNSE (i.e., oral importance, difficulty, purpose, and improvement willingness). Similarly, SA-SEC was analyzed with three dimensions of CAF, namely complexity, accuracy, fluency, and nominal variables like pause type. The findings revealed that gender and EP significantly influenced PNSE and SA-SEC, and correlations were observed between paired variables of PNSE and dimensions of CAF in the SA-SEC section. Notably, complexity was identified as the weakest dimension of CAF for most students. Future studies are imperative to further explore the intricate relationship between PNSE and SA-SEC, and how factors such as pause type influence students’ spoken English performance.

The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom

Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.

A Gamified Learning Environment (Moodle) to Enhance English Language Learning at University Level

This paper explores the use of gamification in Second Language Acquisition (SLA) within Computer-Assisted Language Learning (CALL). The aim is to investigate the effects of a gamified learning environment, specifically Moodle, on psychobehavioural factors and English learning achievement, and to discuss the affordances of gamification based on empirical findings, contributed both by the present study and previous research. For this purpose, a case study was conducted at the University of Andorra, where a treatment group completed a gamified English course on Moodle, and a control group did the same tasks without gamification. A mixed methodology was used to measure both affective and cognitive variables as well as students’ perceptions on their gamified learning experience. The results show that the treatment group outperformed the control group in Foreign Language Anxiety (FLA) and in Academic Motivation (AM). As for the effects on speaking fluency, they are inconclusive, which is consistent with previous literature. Consequently, the authors advocate for further research to explore the effects of gamification on actual learning in different learning disciplines, beyond students’ mere perceptions.

AI in informal digital English learning: A meta-analysis of its effectiveness on proficiency, motivation, and self-regulation

This meta-analysis examines the efficacy of generative artificial intelligence (GenAI) in second language acquisition within self-directed, out-of-classroom informal contexts. A total of 15 studies meeting the inclusion criteria were identified that examined the impact of GenAI on second-language proficiency, motivation, and self-regulation. GenAI was shown to have significant effects on English proficiency and self-regulation, demonstrating its versatility in enhancing language learning outcomes. However, GenAI failed to show significant effects on learning motivation, and based on this finding we highlight the need to develop measures of motivation that are suitable for GenAI in education. Possible ways to apply GenAI in the informal language learning environment are also discussed based on the included literature.

ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study

This study investigates the factors influencing ChatGPT acceptance in self-directed English language learning and explores its potential to enhance the learning process. A multi-methods approach was employed, comprising a systematic review of 40 empirical articles, a quantitative survey of 344 English as a Foreign Language (EFL) learners, and 19 semi-structured interviews. Results indicated that interactivity, enjoyment, trust, and subjective norms significantly affect continued use through perceived usefulness, while human-likeness, self-efficacy, and technology anxiety influence it through perceived ease of use. EFL learners utilize ChatGPT for both primary and secondary English learning purposes, supporting various language dimensions including reading, writing, vocabulary, and grammar. The study also identified both passive and active language learning engagement facilitated by ChatGPT. This research contributes to the field by proposing an extended Technology Acceptance Model and a conceptual framework for chatbot-assisted language learning. For chatbot developers, the findings underscore the need to enhance interactivity, human-likeness, enjoyment, and trust while minimizing technology anxiety to increase sustained use. Educators can utilize these insights to better integrate ChatGPT into their curricula, supporting diverse language skills and engaging learners more effectively. Together, these findings provide concrete guidance for enhancing the design and implementation of AI chatbots in language learning contexts.

Academic buoyancy, hope, and behavioral engagement in learning English as a foreign language: A mediation model

With the enhancement of positive psychology movement in educational field, the contributive role of academic buoyancy on academic and well-being outcomes has been validated. However, few studies have been conducted to explore the mediation mechanisms between academic buoyancy and engagement, especially in the field of teaching English as a foreign language (EFL). Inspired by the control-value theory (CVT), this study set out to examine how EFL buoyancy related to behavioral engagement, using a latent structural equation modelling (SEM). Gender, age, and family resources are controlled while validating the hypothesized model of “academic buoyancy—hope—behavioral engagement”. The sample comprised 542 students (47.7% female) in their second year of secondary education who responded to survey items in a cross-sectional design. Our findings reveal that academic buoyancy was positively correlated with hope, and behavioral engagement in the EFL settings. Also, it was found that the emotional experience of hope fully mediated the relationships between academic buoyancy and behavioral engagement. The hypothesized model accounts for 79.0% of the variance in EFL hope and 54.5% of the variance in behavioral engagement. These findings shed light on the influence mechanism of academic buoyancy on behavioral engagement in learning English as a foreign language. Implications, limitations, and directions for future research are discussed.

Exploring Students’ Digital Literacy and Attitudes Towards Technology Applications in Learning English: The Case of Second Year Students of English at Skikda University

Exploring Students’ Digital Literacy and Attitudes Towards Technology Applications in Learning English: The Case of Second Year Students of English at Skikda University

Связь функций регуляции активности и управления когнитивными процессами у младших школьников-билингвов и монолингвов на ранних этапах изучения английского языка

The article explores issues about the advantages and difficulties of balanced bilinguals in conditions of language entropy. The purpose of the study is to identify the connection between activity regulation functions and executive functions in primary bilingual schoolchildren at the early stage of learning English under conditions of language entropy. The psychologist's software package “Practice - MSU” was used, the results of which were processed using the Mann-Whitney U test, Wilcoxon T test, and structural equation modeling. Data were obtained confirming the syncretic effect of bilingualism in an educational situation. It has been established that learning English from primary school age by bilinguals is characterized by the productivity of attentional actions, which has effects on other control functions, in particular, inhibitory control and cognitive flexibility. This is due to the fact that bilingualism strengthens the processes of attention control, since the developing multilingual system requires increased attention resources to control the language being studied. The conclusion is formulated that the activation of the multilingual mental field in an educational situation ensures the activation of the system of regulatory processes of the cognitive level in primary school age. The results obtained touch upon the solution of questions about the psychological and pedagogical conditions of the educational environment, which contribute to increasing the effectiveness of the pedagogical process in the early stages of learning English by primary schoolchildren with different language status.

The Students’ Perception on the Implementation of Gamification in Learning English at a Private Vocational School

The Students’ Perception on the Implementation of Gamification in Learning English at a Private Vocational School

Virtual Communication in the Online Game Counter-Strike as an English Learning Media

This research is motivated by the rise of people who play online games, one of which is the online game Counter-Strike 2, which is favored by the world community. Playing Counter-Strike 2 online games can be used as a medium of learning English because, in Counter-Strike 2 online games, you can communicate with the international community using English. People can improve their English language skills through the experience they get when communicating virtually with the global community by playing Counter-Strike 2 online games. The purpose of this study is for people to take advantage of Counter-Strike 2 online games, not just entertainment media so that they can use them to communicate virtually with the international public as a medium of learning and honing skills in English. This study uses a descriptive method with a qualitative approach. Data collection techniques used by researchers are interviews, observations, and literature studies. The results of this study show that playing the online game Counter-Strike 2 can be used as a medium of learning English. This is due to the player's habit of communicating with each player using the international language, namely English, when the game starts. Learning English through Counter-Strike 2 online games can add new knowledge that does not exist in formal education or books. Namely, we can learn new terms in English, known as slang. If you are used to communicating with the international public, it can increase your confidence in using English.

Impact of English Teaching on Students’ Academic Performance at Higher Secondary School Level

The current study investigated the diverse dimensions of English teaching that influence students' academic performance at the higher secondary level, with a focus on refining teaching methodologies and tackling challenges in English learning experiences. Using a methodical research approach, the study focuses on the critical role that teachers play in English instruction for both students and teachers from government higher secondary schools in the Dir Lower area of KP. The use of a quantitative research strategy, in conjunction with a pilot study and a specially created questionnaire, guarantees the validity of data gathering and analysis. Through the use of SPSS software, data analysis can yield a wealth of information on students' perceptions and experiences with learning English. The results emphasize the value of good teaching strategies, the advantages of integrating technology, and the necessity of continual professional development for teachers. Regression analysis also shows a significant relationship between better academic achievement and improved English teaching methods. The recommendations of the study supported various efforts to enhance vigorous teacher training with improved and latest technology. The study has provided very useful information for the development and improvement of instructional strategies for English teachers at upper secondary schools.

Non-Linguistic Educational Program Students’ Perspective on Learning English in Higher Institutions

Non-Linguistic Educational Program Students’ Perspective on Learning English in Higher Institutions

SOCIAL FACTORS INFLUENCING ENGLISH LEARNING OF UZBEK UNIVERSITY STUDENTS

This study focuses on university students and teachers at Bukhara State University in Uzbekistan to examine socio-psychological factors impacting the learning of English as a foreign language. The main hypothesis is that these factors influence students' attitudes towards learning English. The research also investigates if parental factors play a role in students' attitudes. Results show demographic details of students' backgrounds and parents' occupations. The study emphasizes the importance of understanding these factors in English language education.

Learning English in the ‘shadow’: Patterns and implications of English private tutoring in Vietnam

Private tutoring has grown in prominence on a global scale. While research in this area has increased in recent decades, there remains a lack of focus on English private tutoring. This gap is particularly evident in Vietnam, where research on English private tutoring has not kept pace with its growing popularity. This article sheds light on the prevalence of English private tutoring among students in public high schools in Vietnam. The study examines the rate, patterns of enrolment, the reasons for its popularity and the perceived effectiveness of English private tutoring. Based on questionnaire data collected from 583 urban, regional, and rural school students, the findings revealed an enrolment rate of over 75%, with notable disparities in enrolment patterns among students in different socio-economic areas. However, despite the prevalence of private tutoring, the research findings revealed a modest impact of such tutoring on student academic performance, evidenced by over 75% of the students reporting slight improvement in their communicative skills. Irrespective of academic achievement levels and backgrounds, private tutoring has been a widespread and normalised educational practice, reflecting the nature of social and educational competition. The study emphasises the need for more proactive measures to regulate the practice before it is well-engrained as part of the culture.