Learners Face Research Articles

Analysis of Punctuation and Spelling Errors Associated with Academic Writing among Iraqi EFL Learners

The present study aims to analyse and find punctuation and spelling errors EFL learners face in their academic writing as part of English proficiency tests. A quantitative method was adopted to implement the research objective. 117 written samples were collected and analysed. The participants were 82 females and 35 males. The average age is 23 to 37 years. The results showed different kinds of errors and challenges. The present study concerns limited errors and challenges: punctuation and spelling errors. The findings show a large prevalence of punctuation and spelling errors among Iraqi EFL learners. The most common errors using punctuation marks were using capital letters (54.72%), commas (25. 71%), and periods (19.58%). In terms of spelling errors, omission recorded the highest percentage of errors (40.9%), followed by substitution (30.5%), transposition (15.0), and insertion (13.6%).

Academic Coaching in Entry-level Doctor of Physical Therapy Education.

Learners face a variety of academic and personal challenges that may impact performance in Doctor of Physical Therapy (DPT) programs. Academic coaching has emerged as a student support model within undergraduate medical education but has not yet been evaluated in DPT education. The purpose of this method/model presentation was to describe the development, implementation, and evaluation of 2 coaching programs. Two hybrid DPT programs implemented a coaching approach to support students. The coaching framework was centered around an individualized relationship between the learner and faculty coach to promote reflection, growth, agency, and persistence in educational and professional development. Faculty members were prepared and supported to serve as coaches. Coaches met with their assigned students at regular intervals throughout the program, including clinical experiences. The coaching programs were assessed through program exit surveys and an alumni survey. Graduates from both programs reported that the coaching program was effective and supported a sense of belonging or connectedness within their DPT program. They reported several specific activities that were part of the coaching program structure that supported its effectiveness, including group-based orientation activities and 1:1 meetings with their coach. Graduates also provided suggestions for program improvement including increased structure and more opportunities to connect with their peers and coaches in a nonacademic setting. Two DPT programs successfully implemented coaching as their student support model. With appropriate preparation, planning, and support, coaching programs have the potential to provide individualized and meaningful support for DPT students.

12 tips for integrating the 12 Practitioner Values to improve clinical supervision for neurodiverse learners

With the NHS Long Term Workforce Plan requiring clinical placements to accommodate up to 50% more learners, the pressure on clinical educators to maintain high-quality learning environments is becoming increasingly intense. Neurodiverse learners face significant barriers in busy, fast-paced environments, making the cultivation of supportive and adaptive learning spaces essential to ensure all learners have the opportunity to thrive in a healthcare system under immense demand. This article is aimed at empowering clinical educators to lead inclusive placements through implementation of advanced supervision skills to support neurodiverse learners. These are presented as 12 practical strategies, each aligned with the 12 Practitioner Values, for fostering inclusive professional relationships. By offering actionable ‘tips’, this article addresses both the moral imperative to meet diverse learning needs and the systemic necessity of building a more inclusive workforce.

Prospects and Challenges that Teachers and Learners Face when using Field Study in Teaching and Learning Biology Subject at Ordinary Level of Secondary Education: A Case Study of Public Secondary Schools in Morogoro Municipality

Learning that occurs in a field setting is widely recognized as a very effective approach to connect science content to the real world. It is also a powerful experience that promotes the development of learners’ scientific skills, enhances active learning and promotes enthusiasm to biology subject among students. However, teaching biology through field study encounters several challenges that impedes effective implementation in public secondary schools. Thus, this study seeks to investigate the Prospects and Challenges that Teachers and Learners Face when using field study in teaching and learning biology at ordinary level of secondary education and to establish remedial measures to address these challenges. The study uses purposive sampling to select 56 respondents from 107 population including 10 heads of public secondary schools and 46 biology teachers. The study also adopted a concurrent transformative mixed approach. Data were collected by using interview guide and questionnaire. The reliability of the instruments was tested by computing Cronbach’s coefficient alpha (α) during pilot study where inter-item correlation was proved to be r = 0.872. The qualitative data was confirmed to be credible, transferable, confirmable and dependable through trustworthiness. The quantitative data analysis was done through Statistical Package for Social Science (SPSS) version 25 computer, while qualitative data were analyzed thematically. The study identifies institutional barriers to field study such as inadequate resources, overcrowded classes and fear of risk. Teachers face barriers such as traditional teaching styles, shortage of biology teachers, inadequate training, lack of experience, and fear of student risks. To address these challenges, the study recommends that the collaboration between school administrators, and field site management ad teacher’s training may foster a positive school culture, resource mobilization, employing more teachers, formulating supportive policies and utilizing school surroundings for study.

Difficulties and Challenges Encountered by Saudi EFL learners: A Diagnostic Study

Saudi learners, like non-native learners in other non-English-speaking nations, face numerous difficulties and hurdles in their acquisition of the English language. This study aims to elucidate the difficulties and challenges Saudi EFL learners encounter in acquiring English. It also delineates the diverse learning strategies Saudi EFL learners utilize to address such issues and challenges. The study employs open-ended and unstructured interviews to gather qualitative data from selected Saudi EFL learners. The participants convey their experiences and perspectives regarding the obstacles and challenges encountered in language acquisition. The study's findings indicated that Saudi EFL learners face numerous challenges in terms of listening, reading, speaking, writing, grammar, pronunciation, vocabulary, cultural and environmental factors, and interference from their native language. This study aims to provide significant insights for course designers, teacher trainers, policymakers, and aspiring EFL teachers in Saudi Arabia, while also enhancing the awareness of the broader TEFL/TESOL community regarding the issues discussed within its contents.

A Model For Teaching Arabic Grammar In Light Of The Common European Framework Of Reference For Languages

With its intricate arrangement, classification, abundance, and bifurcation, Arabic grammar presents challenges for learners rooted in historical contextual factors and pedagogical approaches. This study addresses the need for a comprehensive examination and categorization of Arabic grammatical rules based on specific criteria aligned with the Common European Framework of Reference for Languages (CEFR). It aims to identify prevalent and obscure rules, offering a compilation organized according to CEFR standards. The objective is to streamline Arabic language acquisition by reducing the overwhelming quantity of rules presented in textbooks for non-native speakers. The primary obstacle learners face is the complex nature of Arabic grammar, compounded by inadequate organization and delivery of existing materials. This leads to a skewed focus on less practical rules, hindering everyday speech and writing proficiency. Statistical analyses reveal the need for restructuring instructional sequences to prioritize commonly used rules. The proposal advocates aligning grammatical structures with CEFR guidelines and incorporating essential structures for non-Arabic speakers, promoting a modern and coherent language. By addressing these issues, this study motivates learners and bridges the gap between non-native and native proficiency levels in Arabic. The research relied on older references for the theoretical framework due to the need for more specialized references on teaching Arabic grammar to non-native speakers.

Teaching Arabic Vocabulary Through Dialogue and Its Procedures for Learners of Arabic as a Foreign Language

Dialogue is one of the fundamental pillars of social life and an essential means of communication. It enables individuals to express their needs, desires, feelings, positions, problems, and methods for managing various aspects of their lives. Furthermore, dialogue fosters the development of ideas and experiences, facilitating expression, creativity, and participation in a civilized society. Through dialogue, communication and interaction with others occur. This study aims to explore effective methods for teaching the Arabic language through dialogue and its application to non-native speakers at the primary level at Mara University of Technology. Specifically, it will investigate whether dialogue aids students in acquiring vocabulary. Vocabulary is a crucial component of language, alongside sounds and structures. Teaching vocabulary is an essential part of foreign language programs, including Arabic. However, despite its significance, the learning and teaching of Arabic vocabulary to non-native learners face several challenges, contributing to their weaknesses in this area. Notes are statistically significant differences between two groups: those "using dialogue" and those "not using it" in learning Arabic vocabulary.

Chunking in the Second Language: Implications for Language Learning and Teaching

Among the various challenges that adult and other late language learners face on their journey to achieving nativelike proficiency, chunking has been identified as one of the most difficult tasks to master. Language users are able to derive and utilize chunks during language processing—both in the first (L1) and the second language (L2)—yet the extent to which the L2 learners utilize and benefit from chunking is not on a par with L1 speakers. L2 learners are generally less sensitive to the statistical regularities in the linguistic input and possess a smaller repertoire of multiword expressions, leaving them susceptible to slower real-time language processing, hampered comprehension during conversation, and distinct production errors. Drawing on insights from Brian MacWhinney's Unified Competition Model of L1 and L2 acquisition, this review examines these unique challenges in L2 chunking as a function of differences between L1 and L2 learning. According to the Unified Competition Model, the existence of deeply entrenched L1 linguistic representations may hinder effective L2 chunking by encouraging over-segmentation in favor of L1 transference at the lexical level and diverting the necessary attention away from the grammatical elements in prefabricated multiword units. Based on these observations, we offer practical suggestions for educators to facilitate chunking in L2 learners and bring them closer to nativelike fluency.

The Impact of Emotional Factors on L2 Learners Enjoyment and Anxiety in Foreign Languages

In light of the expansion of globalization and the intensification of cross-cultural communication, there is an increasing necessity to learn a second language (L2). However, many L2 learners face emotional challenges throughout the learning process, which affect their learning experience and outcomes. This paper explores the emotional experiences of Chinese learners of English as a L2 and their impact on learning outcomes. Theoretical frameworks from positive psychology and educational psychology are then employed to investigate the roles of foreign language enjoyment and foreign language anxiety, as well as the moderating effects of classroom environment and social support. The results show that foreign language enjoyment has a positive effect on learning outcomes, whereas foreign language anxiety has a detrimental effect. In the case of semantic-prefix incongruence, high-level learners exhibited stronger interference effects, which indicates the complexity of affective information processing. Therefore, the paper not only deepens the comprehension of emotional factors in foreign language learning, but also provides valuable insights into foreign language teaching practices, which indicates that teachers should prioritize students affective experiences, optimize classroom environments, and offer positive social support to promote their affective engagement and learning outcomes. Future research should further explore the differences in students affective experiences in different cultural contexts to achieve more comprehensive and personalized foreign language teaching goals.

English Only? Exploring the Challenges Native Spanish-Speaking English Learners Face

ABSTRACT Active Bilingual Learners/Users of English (ABLE) represent a student population underserved by research even when ABLEs currently represent 10% of public-school enrollments, 78% of which speak Spanish as their native language. In Texas, the overall representation of ABLE Latinx students is 17%, and is expected to grow considerably over the next 10 years. Unfortunately, there is limited research that explores the experiences of Latinx ABLE college students (Núñez, et al., 2016) and the role that Spanish language plays in the creation of identity-affirming institutional practices. Thus, the proliferation of Latinx students at Predominantly White Institutions (PWIs) that are now Hispanic-Serving Institutions (HSIs) as well, for example, requires a deeper interrogation of institutional practices and student experiences. As a result, this study explores the experiences of 15 Spanish Native-Speaking ABLEs at an HSI in the south, called Southwestern University. We use the Nuñez’ conceptual framework of intersectionality work, to better understand the contextual influences that impact Spanish Native-Speaking ABLE’s academic experiences. We also apply a case-study methodology approach to examine Latinx student experiences at an HSI.

The Auxiliary Role of Artificial Intelligence Applications in Mitigating the Linguistic, Psychological, and Educational Challenges of Teaching and Learning Chinese Language by non-Chinese Students

Learners might have several challenges while attempting to learn a second/foreign language. Learners of Chinese face linguistic, psychological, and educational challenges. The integration of technology, especially artificial intelligence (AI), into teaching foreign languages is a blessing for teachers and learners. This study delved into the auxiliary role of AI-powered applications in mitigating the linguistic, psychological, and educational challenges which non-Chinese learners face while learning Chinese/Mandarin language. Qualitative research was employed, and 20 teachers of Chinese language were selected through theoretical sampling. In-depth interviews were used for collecting data, and MAXQDA was used for thematic analysis. Findings revealed that AI-powered educational applications are useful for helping language learners overcome the commonly reported linguistic, psychological, and educational challenges which non-Chinese learners and teachers of Mandarin might encounter. Findings verify the effectiveness of AI-powered applications, such as ChatGPT, Poe, Brainly, and so forth, in helping teachers and learners of Chinese language learn grammar, structure, idioms, and cultural issues of Chinese language. Findings have implications for foreign language (Chinese) learners and teachers, educational technologists, as well as syllabus designers.

The Inequitable Experiences of Left-Handed Medical Students in Surgical Education.

Left-handed medical students contend with unique educational barriers within surgery, such as lack of educational resources, lack of left-handed-specific training, and widespread stigmatization of surgical left-handedness. This study aimed to highlight the surgical experiences of left-handed medical students so educators may be empowered to act with greater care and appreciation of these students' circumstances. In this qualitative study, the authors conducted semistructured interviews on surgical experiences during medical school between January 31, 2021, and June 20, 2021, on 31 current surgical residents and fellows from 15 U.S. institutions and 6 surgical specialties. Left-handed trainees were included regardless of their surgical hand dominance. The authors identified 3 themes related to left-handed medical students' surgical experience: (1) disorienting advice from faculty or residents, (2) discouraging right-handed pressures and left-handed stigmatization, and (3) educational wishes of left-handed medical students. Trainees describe dialogues during medical school in which their handedness was directly addressed by residents and faculty with disorienting and nonbeneficial advice. Often trainees were explicitly told which hand to use, neglecting any preferences of the left-handed student. Participants also described possible changes in future surgical clerkships, including normalization of left-handedness, tangible mentorship, or granular and meaningful instruction. Left-handed medical students encounter unique challenges during their surgical education. These students report being disoriented by the variability of advice provided by mentors, discouraged by how pressured they feel to operate right-handed, and burdened by the need to figure things out by themselves in the absence of adequate left-handed educational resources. Surgical education leadership should detail the unique problems left-handed learners face, impartially elicit the learner's current operative hand preference, take responsibility for their left-handed students, promote acceptance and accommodation strategies of left-handed surgical trainees, and endeavor to improve the breadth of left-handed surgical resources.

STUDYING ENGLISH SPEAKING ANXIETY AMONG MALE AND FEMALE STUDENTS OF BAMYAN UNIVERSITY

Anxiety is the condition in which an individual feels unpleasant and it imbeds tension, apprehension, and worries. Speaking anxiety is a type of anxiety that affects the process of speaking or oral performance. Regarding speaking, numerous studies have been conducted to find some anxiety-provoking factors. Afghanistan is a country where English is taught as a foreign language. Similar to other ESL/EFL contexts, Afghanistan EFL learners face various challenges such as being worried, losing self-confidence, communication apprehension, fear of being evaluated by others, etc when they speak in English. The purposes of this study are to find out the speaking anxiety-provoking factors and the differences between male and female speaking anxiety levels. Horwitz, Horwitz and Cope (1986) FLCAS (Foreign Language Classroom Anxiety Scale) and interview questions are used for data collection. The respondents of the study are 15 male and 15 female students who are randomly selected at Bamyan University, Afghanistan. Besides, 4 male and 4 female students were interviewed. As a result, the study found some speaking anxiety factors such as fear of negative evaluation, lack of linguistics capacity, communication apprehension, lack of preparation and some other factors. This study also highlighted that female students have more speaking anxiety than male students at Bamyan University in Afghanistan.

Perspectives on ESL Acquisition for Adult Learners in Romania

The present paper aims at catching a glimpse of the process of second language learning and acquisition among adult learners in Romania. When talking about adult learners, the focused age group comprises individuals over 24 years old who are no longer enrolled in any type of educational system. On the contrary, they already have jobs, families and lead a busy life. The paper comprises four parts – the introduction presents some factors, like age, psychological and environmental components, which interact in the process of successful language acquisition. The second part discusses motivation which has a pivotal role in the process of language acquisition while in the next part some difficulties Romanian adult learners face when learning English are presented. The paper ends with conclusions, emphasizing that the process of second language acquisition is not at all a simple one, it is a bouquet of factors which influences the final result.

The Anchoring Effect in Study Time Allocation: Labor-in-Vain versus Labor-and-Gain.

How to allocate study time is an important decision-making problem learners face. Research on this problem can help improve the learning performance of learners and provide guidance for teaching activities. This research aimed to explore the potential of anchors (prior information that may influence individual decision-making and judgment under uncertainty) as clues for study time allocation and examine the effectiveness of study time allocation under the influence of anchors. Sixty-two Chinese university students (Mage = 21.21, SD = 1.74; 44 females) studied 20 word pairs under self-paced learning instructions. These instructions either set a high anchor (i.e., the typical participant spent 15 s learning each pair) or a low anchor (i.e., the typical participant spent 5 s learning each pair) for study time. After a brief distraction phase, participants took a cued recall test. The results showed that the higher the anchor value, the longer the corresponding study time, and the longer the study time, the better the memory performance. These results reveal that there is both an anchoring effect and a labor-and-gain effect in self-paced study time allocation. This study extends the range of observable anchoring effects and provides important information on allocating study time effectively.

Al-Taghayyurāt al-Ṣawtīyyah bayna al-Lughatayn al-ʻArabīyyah wa al-Tāmiliyyah: Dirāsah Taqābuliyyah

Sounds affect each other. It brings to change one of the sounds. The phonological changes that occur as a result of the influence of sounds on some of them are; assimilation, dissimilation, and replacement. The question "Are there similarities in phonological changes between Tamil and Arabic languages which are from two different language families" is the research problem. Thus, this research aims to identify the similarities and differences in phonological changes among them. This research uses contrastive methodology under the descriptive analysis to find out the similarities and differences among them. Secondary data were collected from books, research and previous studies. At the end of the study, the researchers concluded that the phenomenon of assimilation in the Arabic language often exists between the sounds of a single word, while in the Tamil language this phenomenon occurs between the two words when they are linked to create a new word from them. It is divided into several in the two languages in terms of the characteristics of the sounds, and in terms of the degree of effect, place, and the relationship between the influencer and the affected; among them, assimilation of Arabic consonant is divided into six types, such as complete, partial, contiguous, non-contiguous, progressive and regressive. There are five types in the Tamil language, such as progressive, regressive, complete, contiguous, and non-contiguous. Assimilation of Tamil vowels is in three forms: assimilation of vowel with a vowel, assimilation of consonant with a vowel, assimilation of vowel with consonant while in the Arabic language it occurs in four forms: assimilation of vowel with a vowel, assimilation of semi-vowel with a vowel, assimilation of semi-vowel with a consonant, assimilation of vowel with a semi-vowel. When comparing the dissimilation in Arabic and Tamil, this term in both languages indicates one thing. It is the difference between the influenced sound and the one affecting it, in addition to the fact that it occurs in the Arabic language in a specific system and in specific cases. But no rules and order were followed for this phenomenon, nor were there any types for it in the Tamil language even though it exists in the Arabic language. Learners face many problems in identifying phonological changes without comparative knowledge of their mother tongue and adequate applications.

Penggunaan Model Problem Based Learning Untuk Meningkatkan Komunikasi dan Kolaborasi Peserta Didik Kelas X

This study aims to improve communication and collaboration of students in class X-3 SMA Islam Sultan Agung 1 Semarang in learning Biology virus material through Problem Based Learning model. Problem Based Learning is a learner-centered learning model, where learners face real problems that require solutions through collaboration and active communication with discussion groups and classmates. This type of research is a class action research (PTK) consisting of two cycles, in each cycle there are two meetings. Each cycle has three stages, namely planning (Plan), implementation (Do), and reflection (See). The subjects in this study were X-3 class students totaling 30 female students. Each research cycle, students were given a problem relevant to the virus material and they were expected to work together in groups to solve the problem. During this process, they had to communicate with fellow group members, discuss, and design solutions to the problem. Data collection techniques used through observation sheets, and documentation as research data. Data analysis was made descriptively qualitative. The results showed that the application of Problem Based Learning can improve students' communication and collaboration skills on virus material. This can be seen from cycle 1 the recapitulation of communication results of 68.60% increased to 80.80% in cycle 2. The increase in collaboration skills from cycle 1 amounted to 71.60% to 89.67% in cycle 2. The conclusion of this study is that by using the Problem Based Learning learning model there is an increase in communication and collaboration skills of students.

Malaysian Rural ESL Learners’ Perceived English Language Proficiency

English is a compulsory subject taught in Malaysian schools, offering opportunities for both personal and career development. Even though the English Proficiency Index Report 2019 indicated that Malaysia is ranked quite highly in terms of English language proficiency, the result does not represent the actual ability among many learners, especially in the rural areas, as Malaysian ESL learners face many difficulties in using English, verbally and in writing. Amidst the debate on Malaysian ESL learners’ proficiency level, it is important to measure how they perceive their ability to use English. This study intends to investigate Malaysian rural ESL learners’ perceptions of their English language proficiency. A survey research design was employed. Two hundred seventy-seven participants of Form 1, Form 3, Form 4, and Form 5 form rural schools in Malaysia who were recruited in this study. The data were gathered from a questionnaire based on the description of the Common European Framework of Reference for Languages (CEFR) ‘Self-assessment grid’. The interview was also conducted to support the quantitative data. The researchers analyzed the percentages, mean scores, and standard deviation of the questionnaire. Content analysis was employed to analyze the data from the interview session. Findings indicate that positive perceptions of English language learning enhance students’ interest, thereby accelerating their proficiency levels. This study offers insight into learners’ perspectives on their English language acquisition journey. Future research might consider employing a larger sample size and additional data collection instruments to enhance the significance of findings, particularly regarding ESL students’ perceptions of their English language proficiency.

INDEPENDENT LEARNING OF THE RUSSIAN LANGUAGE: STRATEGIES, MOTIVATION, AND EFFECTIVENESS IN THE CONTEXT OF MODERN EDUCATIONAL TECHNOLOGIES

Language learning is a complex and rewarding journey that requires dedication, persistence, and effective strategies. In the context of learning the Russian language independently, learners face unique challenges and opportunities. This article explores various strategies, discusses the role of motivation, and evaluates the effectiveness of modern educational technologies in facilitating independent learning of Russian. By understanding these key aspects, learners can enhance their language acquisition process and achieve proficiency in Russian.

The Understanding of Psychological Challenges Facing South African School Learners In the 21st Century: A Visual Explanatory Approach

The 21st century has brought rapid social, technological, and economic changes that have reshaped the educational landscape worldwide. Within this context, South African school learners face a multifaceted psychological challenge that significantly impacts their well-being and educational outcomes. These challenges are shaped by the unique sociocultural context of South African societies marked by historical inequalities, cultural diversity, and socioeconomic disparities. Thus, this study aimed to explore the understanding of the psychological challenges facing South African learners in the 21st century through the visual explanatory research design. To develop effective interventions and support systems, the study employed a qualitative research approach from the interpretive paradigm perspective to explain the researched issue textually and visually through its participants’ perspectives. The research context and the participants were purposefully and conveniently selected from two secondary schools in the Kwa-Zulu Natal province of South Africa. Besides, the study utilised the focus group discussion and drawing as a visual explanatory approach to generate data. Further, thematic data analysis was used to assign codes and themes. The findings indicate that South African learners are negatively impacted by the psychological challenges that come with the advancement of technology in the 21st century. This study suggests that both parents and the teachers must understand that technology brought both pros and cons to young generations; thus, guidance and restrictions should be employed in the use of technological devices for the benefit and well-being of these learners.