Language Learning Research Articles

The Effect of MIME Game Toward Students’ Vocabulary Mastery at the Eighth Grade of SMPN 1 Malingping Lebak Banten in Academic Year 2023/2024

This research aimed to investigate the significant effect of Mime game towards vocabulary mastery. This approach was quantitative approach Quasi-experimental approach with the test method in collecting data. The research was carried out in several stages starting from validation including pre-test and post-test after that it would find the results of class VIII students. The results showed that students' interest in learning language in class VIII was in the medium category, the population of this study amounted to 258 students and the sample taken in this research amounted to 66 students consisting of two different classes 33 experimental class students and 33 control class students. The experimental class used a Mime game and the control class used a board game. Based on the results of data analysis, it was found that the average pre-test and post-test of the experimental class and control class were different and for the t-test results a significance value of 0.000 < a = 0.05 was obtained. This results indicate that the alternative hypothesis is accepted and the null hypothesis is rejected. Based on the results of this research, there is a significant effect of Mime game on students vocabulary mastery.

Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning

This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to address speaking challenges during the conversation due to their linguistic components’ shortage such as a limited mastery of vocabularies and having a little understanding on grammar. Fillers might bring them to have more self-confidence in speaking practices shown by not being afraid of making mistakes when they practice speaking with their speaking partners. Fillers might bring them to have more motivation in speaking shown by their enthusiasm to get involved in the discussion whether in group or class discussions. Thus, fillers usage is prominent due to its potential to address speaking challenges, enhance self-confidence and motivation, eventually contributing to an overall improvement in language proficiency particularly in speaking skill.

Effects of MOOC and video conferencing deliveries on vocabulary usage and learning strategies

While vocabulary learning strategies (VLSs) have primarily been taught in physical classroom settings, the potential for applying strategy training in an online environment remains under-explored. With the rising acceptance of remote education, there is a need to investigate the impacts of applying strategy training in online contexts. Hence, this study explores the effects of online deliveries on VLSs and vocabulary usage in writing among adult English as second language (ESL) learners via massive open online course (MOOC) and video conferencing platforms. A total of 50 pre-intermediate ESL learners completed a 5-week VLSs course on a MOOC while 44 students learnt from the instructor synchronously using Microsoft Teams. The data comprised questionnaires and learners’ compositions, which were collected before and after treatment. The data analysis procedures involved Lextutor’s version of lexical frequency profiling (LFP), descriptive and inferential statistics. The results revealed that there was a significant increase of usage in all categories of the VLSs after the course for both groups. Additionally, the effects of VLSs instruction on vocabulary usage could be reflected in both groups’ writing though the choice of words might have been task-influenced. The findings from this study could yield useful insights on online vocabulary learning for ESL instructors and learners.

Interlanguage impoliteness in criticism by the English learners from Javanese background over social status and distance

The present study analyses the impoliteness of criticism over social status and distance, incorporating the concept of "levels of imposition." Criticism as a fundamental speech act is commonly used by people in the modern era, either in the digital world or the real world. It usually contains impoliteness if it embodies negative behavior, conveying criticism. This study belonged to an interlanguage pragmatics study and used forty participants from English language learners having Javanese backgrounds. It also applied the role play technique to take data to be analyzed using mixed method analysis. The data showed that the criticizer performed various impoliteness strategies in criticism, considering familiar and unfamiliar relationships in different social status levels. They mainly performed bald-on-record impoliteness and adhered to other strategies such as negative, positive, and mock politeness. Besides that, delivering criticism in high intonation was also perceived as a part of impoliteness. Therefore, it suggested conducting another research concerning paralinguistics and impoliteness in various communication contexts.

An Inquiry Into How Simulation Experiment Can Facilitate Speaking Skills of Foreign Language Learners

An Inquiry Into How Simulation Experiment Can Facilitate Speaking Skills of Foreign Language Learners

A longitudinal study of enjoyment and group-level emotion regulation in online collaborative English language learning

This study investigates the dynamic connection between two emotional constructs, enjoyment and group-level emotion regulation (co- and socially-shared regulation), during one 21-week semester of online collaborative English language learning. The study involved 268 Chinese undergraduate English-major students who completed a series of English writing tasks in 88 online groups of three or four members. During their online collaboration, participants were invited to complete the enjoyment scale and the emotion regulation scale at three separate times at seven-week intervals. When analyzing the data, a latent growth curve (LGC) modeling approach was employed to examine the intercepts and slopes of participants’ scaled responses to questions regarding enjoyment, co-regulation, and socially-shared regulation and to analyze the covariance between them. The findings reveal that participants’ levels of enjoyment and group-level emotion regulation were generally high at the initial stage of their online collaboration and continued to increase toward the end of the semester. Furthermore, an increase in the level of their enjoyment was significantly and positively associated with an increase in the levels of both their co- and socially-shared regulation, with the relationship with socially-shared regulation during online collaborative learning being stronger. These findings will enable language teachers to develop strategies for supporting language learners’ emotion regulation in online contexts.

Investigating Factors Influencing EFL Learners’ Behavioral Intentions to Adopt ChatGPT for Language Learning

Investigating Factors Influencing EFL Learners’ Behavioral Intentions to Adopt ChatGPT for Language Learning

我抓在手里捏成棉花糖，什么烦恼不能忘: Learning Mandopop lyrics to promote bilingualism and biliteracy development

ABSTRACT Guided by heritage language and translanguaging theory, this ethnographic case study explores how a young second-generation Chinese American student used Mandopop lyrics to enhance her heritage language learning at home. Over six months, the mother, also the researcher collected 61 audio recordings of the student’s readings and singing of Mandopop, as well as translingual conversations between them. Supplemented with the researcher’s field notes, the analysis revealed significant improvements in the student’s pronunciation, Mandarin word recognition, oral language skills, and vocabulary. These improvements subsequently increased her oral translingual practices. Additionally, discussions about Mandopop lyrics enhanced the student’s higher-level thinking and understanding of her heritage culture. Overall, Mandopop lyrics effectively promote the student’s bilingual and biliteracy development. This study underscores the role of Mandopop lyrics in incorporating deep cultural elements, fostering bilingualism, and enhancing biliteracy. By engaging with Mandopop, the student connects with her heritage culture and improves her linguistic abilities in a meaningful and enjoyable way, highlighting the potential of music as a valuable tool in heritage language education.

Schneeball-Wırbelgruppe learning model: improving students’ concept mastery and critical thinking

Good concept mastery through critical thinking using various approaches, models, strategies, and methods of learning German is essential for the Education 4.0 era. Therefore, this study aimed to analyze the concept mastery and critical thinking skills of German language students at Pattimura University using collaborative learning that combines SchneeballWirbelgruppe learning. A one-group pretest-posttest design with a sample of 13 second-semester students in the academic year 2019/2020 was used. Furthermore, an essay test was used as an instrument while the data was analyzed using descriptive methods (N-gain test) and inferential methods (paired t-test). The descriptive analysis showed that the concept mastery and critical thinking skills of students were in the high and moderate categories. The paired t-test results showed a difference between the pretest and posttest using Schneeball-Wirbelgruppe learning model. Therefore, collaborative learning has a positive impact on improving students’ concept mastery and critical thinking skills in learning phonology and morphology courses. As for the implications of this research, the Schneeball-Wırbelgruppe learning model is recommended as a learning model that can be applied to other concepts in German language learning.

El Uso de la Gamificación para Mejorar el Idioma Inglés en un Proceso de Enseñanza – Aprendizaje en una Escuela de Chone

The objective of the research was: Analyze how to improve English language learning through gamification at a school in Chone. Updated investigative information was examined that allowed us to identify reasons that limit students learning and that teachers face, which is why the use of recreational activities is considered important to use for a better teaching process, the literary review indicates that songs help students learn faster, enjoy classes, the gamification strategy, which is a technique that uses the game as a mechanism for non-playful contexts, which aims to optimize the stimulation and collaboration of students, to make music learning fun and interactive. The affirmation of the positive of the use of music is because the student becomes emotionally involved and facilitates a notable and explanatory argument for learning. The approach and type of research was quantitative and qualitative, the methodological process was a bibliographic review of specialists on the subject, scientific journals on the Internet, among others, in addition, and the results achieved indicate that 100% of those surveyed consider the use of gamification to be transcendental for the teaching-learning process of English as a second language, which will give students the opportunity to insert themselves into the current interconnected global world, which will be of pedagogical benefit, formative, social and economic.

Vietnamese College Students’ Perception Towards Using TikTok for Independent English Speaking Practice

With the rise of digital platforms, TikTok has emerged as a popular social media platform with potential applications in English language learning. Among its features, TikTok Duet, allows users to create split-screen videos with others, presenting unique opportunities for practicing speaking skills. This study explores non-majors' perceptions of using TikTok Duet to independently improve their English speaking skills. Participants were students at an elementary English level at a private college in Vietnam, including 9 interviewees and 40 students completing questionnaires. The study indicated that most students felt TikTok Duet enhances their English speaking, pronunciation, and confidence, and even grammar and vocabulary. However, some students expressed reluctance to use TikTok Duet due to privacy concerns, limited response time and technical issues. The study suggests implementing technical support, offering privacy protection measures, and providing external incentives for students to engage with this practice.

From Conversation to Interaction: A Pedagogical Exploration of Applying Conversation Analysis in EFL Classrooms

Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines the effectiveness of using CA as a pedagogical approach in an EFL classroom and its impact on learners’ attitudes toward English language learning. The study engaged eight adult learners in a structured program, encompassing a pre-test, a 4-week explicit CA-informed instruction, and a post-test. After four weeks, learners demonstrated progress in their knowledge and skills of interaction, different aspects of English speaking, interactional competence, and confidence in speaking English. Additionally, the CA-informed instruction positively influenced learners’ attitudes toward English language learning and their appreciation of interactional features. The results strongly suggest that language teachers should consider incorporating CA insights into their teaching practices to enhance both linguistic and attitudinal outcomes.

Artificial Intelligence for English Language Learning and Teaching: Advancing Sustainable Development Goals

Artificial Intelligence for English Language Learning and Teaching: Advancing Sustainable Development Goals

Artificial intelligence for language learning and teaching: A narrative literature study

The purpose of this study was to examine teachers' beliefs, the factors that influence the use of AI tools, and the advantages, disadvantages, opportunities, and threats of artificial intelligence in language learning and teaching. To accomplish this, the study used a narrative literature review and ATLAS.ti 9 to analyze the data. The results of the study showed that teachers believed that Artificial Intelligence in Language Learning and Teaching (AILLT) included assessing student needs, developing appropriate learning resources, promoting collaboration among resources, providing real-time assessment tools to improve the educational process, and increasing teaching efficiency and effectiveness. Second, AI tools for writing tools, including Paperpal, Quillbot, Jenni AI, ChatGPT, Elicit, as well as in applications to improve speaking skills, such as Speeko and Vocaroo, and "Siri and Say It" for listening and pronunciation skills. Third, factors that may influence students' use of AI-based language learning tools include adaptability, engagement, motivation, autonomy, immediate or direct feedback, accessibility and inclusivity, and teacher and parent support. This research found that AI enhances accessibility, adaptability, personalization, and immediate feedback, but it also has limitations, such as dependence on technology, inadequate human interaction, limited contextual understanding, and algorithmic biases. In addition, AILLT faces potential threats such as quality control, privacy concerns, and job or task displacement. Narrative literature studies provide theoretical insights, and it is expected that future studies at different levels of language learning will incorporate empirical evidence from experimental and case study-based research.

BOOK REVIEW: TEACHING WORLD LANGUAGES WITH THE FIVE SENSES, PRACTICAL STRATEGIES AND IDEAS FOR HANDS-ON LEARNING

This book review discusses Elizabeth's journey as a mother and teacher who combined her personal and professional experiences to design a language teaching method that engages the five senses. The book “Teaching World Languages with the Five Senses, Practical Strategies and Ideas for Hands-On Learning” that resulted from her research provides deep insights into language acquisition in the brain. Each book’s 11 chapters address various topics, from language learning in the brain to five-sense teaching methods to cultural responsiveness in the 21st-century language classroom and decolonizing the world language curriculum. Emphasis is placed on teachers adapting to student diversity, dealing with learning anxiety, and providing approaches that support higher-order thinking skills. Suitable for all language teachers worldwide, this book presents an innovative approach involving the five senses in language learning, emphasizing a basic understanding of the brain as a foundation for more effective teaching practices.

The Impact of Social Networks on Language Learning: A Comprehensive Analysis

The ever-increasing pervasiveness of social networks has radically changed how language learning is conceptualized and practically experienced. This paper explores the role that popular social networking platforms such as Facebook and Instagram, and some language-specific applications such as HelloTalk and Tandem, play in language acquisition. A comprehensive analysis has been done of the existing literature and is supplemented with empirical data gathered through surveys and interviews conducted with language learners themselves. Thus, the investigation aims at pointing out the opportunities created by social networks in respect of vocabulary and grammar acquisition and of intercultural understanding, as well as the critical challenges that come along with the observation of non-standard language forms and the tendency toward digital distractions. Conclusions are drawn that even though social networks offer deeply authentic input and social interaction contributing to the development of linguistic and cultural competence, they need to be carefully embedded within a structured language education in order to optimize the learning effect. Furthermore, the paper discusses implications for educators and recommendations for good practice in using social networks as supplementary language learning tools.

The Effect of the Use of Mobile Learning Applications on Students' Listening Skills

Listening skills are a key element in language learning, serving as the basis for speaking, reading, and writing skills. This study explores the influence of mobile learning applications on students' listening skills, with a qualitative approach and case study design. The research subjects consisted of high school students and English teachers who used mobile learning applications. Data is collected through in-depth interviews, observations, and documentation of test results. The findings show that the use of mobile learning applications significantly improves students' listening skills, strengthens comprehension, and increases motivation to learn independently. Interactive features in the app, such as varied audio, practice questions, and instant feedback, allow students to learn in a more flexible and personalized way. Despite challenges such as the technology access gap, mobile learning apps offer innovative solutions that support inclusive learning. This study recommends the integration of technology in the language learning curriculum to facilitate the development of more effective listening skills. Thus, mobile learning not only improves learning outcomes but also builds students' interest in language learning, preparing them for the challenges of global communication.

Unveiling the Dynamic Mechanisms of Generative AI in English Language Learning: A Hybrid Study Based on fsQCA and System Dynamics

The burgeoning development of generative artificial intelligence (GenAI) has unleashed transformative potential in reshaping English language education. However, the complex interplay of learner, technology, pedagogy, and contextual factors that shape the effectiveness of GenAI-assisted language learning remains underexplored. This study employed a novel mixed-methods approach, integrating qualitative comparative analysis (QCA) and system dynamics (SD) modeling, to unravel the multi-dimensional, dynamic mechanisms underlying the impact of GenAI on English learning outcomes in higher education. Leveraging a sample of 33 English classes at the Harbin Institute of Technology, the QCA results revealed four distinct configurational paths to high and low learning effectiveness, highlighting the necessary and sufficient conditions for optimal GenAI integration. The SD simulation further captured the emergent, nonlinear feedback processes among learner attributes, human–computer interaction, pedagogical practices, and ethical considerations, shedding light on the temporal evolution of the GenAI-empowered language-learning ecosystem. The findings contribute to the theoretical advancement of intelligent language education by constructing an integrative framework encompassing learner, technology, pedagogy, and context dimensions. Practical implications are generated to guide the responsible design, implementation, and optimization of GenAI in English language education, paving the way for learner-centric, adaptive learning experiences in the intelligence era.

Unravelling The Level and Factors of Listening Comprehension Anxiety in ESL Flipped Classroom Setting

Language anxiety has been an essential topic of discussion in English language learning since it acts as a filter that obstructs the learning process. Listening comprehension is the foundation to learning a target language thus, listening comprehension anxiety can have negative effects on second language (L2) learners’ performance. Meanwhile, flipped classroom model (FCM) has been introduced to facilitate language learning through the use of technological instruments in order to minimise language anxiety among L2 students. Hence, this study was conducted to examine the level of listening comprehension anxiety faced by L2 learners as well as factors influencing listening comprehension anxiety in flipped classrooms. The Foreign Language Listening Anxiety Scale (FLLAS) by Kim (2000) comprised of 33 items was adapted and used as the primary data collection instrument for this research. Ninety-three (n = 93) diploma students from UiTM Kelantan Branch who enrolled in the ELC121 (Integrated Language Skills I) course participated in the survey. Descriptive analysis was utilised to achieve the objectives of this study. The survey findings indicated that L2 learners experienced a moderate level of listening anxiety in a flipped classroom setting. This paper elaborates on the main area in which students are most anxious while listening to English text, that is the listening text and the strategies used. This finding will give educators some insights on how educational technology could be used to help reduce listening comprehension anxiety and eventually help L2 learners overcome their listening learning difficulties and improve their performance. Future studies are suggested to focus on listening comprehension anxiety experienced by male and female students as well as the comparison in listening comprehension anxiety faced by young and adult learners in flipped classroom setting.

Including adults and peers through translanguaging in literacy activities

ABSTRACT Translanguaging in reading activities in Early Childhood Education and Care (ECEC) can result in child engagement, language learning and the development of multilingual identities. Few studies have explored the engagement of very young children and languaging when they participate in activities with both educators and parents. The present study therefore investigates the ways in which educators in two daycare centres and parents jointly supported children when the parents read in the home language as well as the children’s engagement and interactions. The observational and interview data were collected in Luxembourg where a multilingual education policy is in place in ECEC. The findings show that the parents used the home language on its own or together with the instructional language which, in turn, resulted in different emotional and instructional support and impacted children’s engagement and interactions differently. While the opportunities to hear and speak a home language other than the institutional one resulted in most children performing their multilingual identities, children only engaged with content, interacted with the parent, educator and peers, and included them when the adults translanguaged. The findings suggest that children and parents can benefit from collaborative reading events when the adults draw on children’s multilingual repertoires.