English As A Second Language Learners Research Articles

The Evolution of Language Learning: Exploring AI's Impact on Teaching English as a Second Language

The integration of Artificial Intelligence (AI) into language education has revolutionized the teaching of English as a Second Language (ESL). This study explores the impact of AI on ESL instruction and investigates how AI-driven technologies enhance language learning outcomes. By analyzing current pedagogical approaches and technological innovations, this research examines how AI augments traditional language teaching methods, providing personalized and adaptive learning experiences for ESL learners. AI-based language learning platforms offer interactive modules tailored to individual student needs, creating an immersive and efficient learning environment. Additionally, the use of natural language processing (NLP) and machine learning algorithms enables real-time feedback and assessment, empowering learners to improve their language skills independently. This study critically evaluates the effectiveness of AI-driven tools in addressing linguistic challenges, such as pronunciation, grammar, and comprehension, while also considering their socio-cultural implications in diverse learning contexts. By examining the evolving role of AI in ESL education, this research contributes to a comprehensive understanding of the relationship between technology and language pedagogy. The insights from this analysis will inform educators, policymakers, and stakeholders about the potential and limitations of AI in reshaping language acquisition. Ultimately, this exploration advocates for a synergistic approach that harnesses AI's capabilities to optimize ESL instruction while preserving the human elements essential for holistic language learning experiences.

Adult ESL Learners’ Perceptions of Participatory Teaching Methods: A Narrative Inquiry

<i>The main goal of adult English as a second language (ESL) education in the United States is to expand learners’ employment opportunities through traditional teaching methods with textbooks and fixed, pre-determined syllabi, which may or may not align with learners’ personal goals. Many studies compare different adult ESL teaching methods by language proficiency gains, but few focus exclusively on how learners feel about how they are learning English. This is particularly so for participatory education in ESL, in which learners explore relevant topics and take action to improve their lives and society at large while simultaneously learning English. This study is unique in that it examines the perspectives of advanced English learners in a participatory-based English for Professionals class in a southern U.S. city. Using narrative inquiry and action research, the study collects data from individual and focus group interviews, as well as the instructor/researcher’s field notes. The findings were grouped into four themes: the practical value of participatory classes, a comparison between traditional and participatory teaching, learners’ desired improvements to the participatory approach, and learners' perceptions of their English progress. The study shows that learners appreciate participatory learning but also have some concerns, such as the lack of traditional grammar instruction. The study discusses how the teacher-researcher addressed these concerns during a semester.</i>

Examining the Impact of a Digital Reading Progress Tool on Saudi L2 Learners’ Reading Aloud Performance and Proficiency

: Few studies have considered the use of digital reading tools for improving the fluency and proficiency of Saudi learners of English as a second language (ESL). Hence, in this study, the researcher investigated the impact of Microsoft’s Digital Reading Progress tool on 30 Saudi ESL learners’ reading performance and proficiency. The participants were all at the B1 intermediate English language level in academic ESL, according to the Common European Framework of Reference for Languages (CEFR) English language proficiency test. The students were given one reading passage per week, and the researcher examined their performance in reading aloud over a period of four weeks using the Digital Reading Progress tool. The researcher employed a quantitative analysis, including post-assessments, to measure five aspects of participants’ reading performance: mispronunciation of words, self-corrections, omissions, repetitions, and correct words per minute. The findings revealed significant improvements in participants’ reading performance, fluency, and accuracy, as evidenced by increased accuracy after engaging with the Digital Reading Progress tool, increased scores across the five rated categories, and reduced pronunciation and word omission errors. This study contributes to the growing body of research on technology-enhanced language learning by demonstrating the positive impact of the Digital Reading Progress tool on L2 learners’ reading performance and proficiency. The findings have practical implications for ESL instructors in integrating digital tools as valuable pedagogical resources for enhancing L2 reading learning and performance.

Investigating English as a Second Language (ESL) Learners’ Writing Skills through Open-source Software: A Case Study

The purpose of this study was to investigate the feedback of English as a Second Language (ESL) learners on their writing skills, with a focus on exploring ESL students' progress in writing skills based on tenses through open-source software. The software is employed to assess each student's improvement. This research follows a qualitative method, and data were collected through semi-structured interviews and the think-aloud protocol. The results are categorized into four main areas: (a) Feedback provided by students; (b) Students' perception of tenses and writing skills; (c) Students' views on teachers' teaching; and (d) practice through open-source software. The study revealed that ESL students had a positive perception of tenses, and their writing skills were enhanced by the semi-structured interviews conducted by ESL learners. The conclusion of the study highlighted that students themselves could recognize improvements in their syntax errors and sentence formation, with very few exceptions. It is advisable for teachers to incorporate a variety of proper grammatical topics in the future to assist students in improving their writing abilities.

Understanding and responsiveness in the trauma-informed adult ESL classroom

This paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This study used a validated tool to measure the post-traumatic stress of 39 participants, including international students and former refugees. Twenty of these completed semi-structured interviews about the ESL learning environment, based on a framework of trauma-informed principles. Data were analysed using critical, qualitative methods through a trauma-informed lens. A major theme in the findings was the importance of ESL teachers’ understanding of students. Within this theme, four sub-themes are explored: personal engagement and attention, acceptance and understanding of the learner role, understanding the lives of students outside the classroom and an understanding of students’ cultures.

SOCIOLINGUISTICS COMPETENCE DEVELOPMENT IN THE ESL CLASSROOM: CHALLENGES AND OPPORTUNITIES

This abstract explores the challenges and opportunities surrounding the development of sociolinguistics competence in English as a Second Language (ESL) classrooms. Sociolinguistics competence refers to the ability to use language appropriately in various social contexts, taking into account factors such as social status, cultural norms, and situational appropriateness. While ESL education traditionally focuses on linguistic proficiency, sociolinguistics competence plays a crucial role in achieving effective communication in diverse sociocultural settings (Gass & Selinker, 2008). The challenges in developing sociolinguistics competence within ESL classrooms stem from diverse linguistic backgrounds, cultural differences, and varying levels of exposure to English outside the classroom. Additionally, educators often lack appropriate pedagogical strategies and resources to address sociolinguistics aspects effectively. Moreover, societal attitudes and biases towards non-native English speakers may contribute to feelings of linguistic insecurity among ESL learners, hindering their sociolinguistics development (Norton, 2013). However, ESL classrooms also present significant opportunities for enhancing sociolinguistics competence. By creating a supportive and inclusive learning environment, educators can encourage learners to explore different language varieties and cultural practices. Integrating authentic materials, such as multimedia resources and real-life communication scenarios, can provide learners with exposure to diverse sociolinguistics contexts. Furthermore, fostering collaboration and interaction among students from various linguistic backgrounds can promote mutual understanding and appreciation of sociolinguistics diversity. This abstract advocates for a holistic approach to ESL education that recognizes the importance of sociolinguistics competence alongside linguistic proficiency. By addressing the challenges and leveraging the opportunities within ESL classrooms, educators can empower learners to navigate complex sociocultural environments with confidence and effectiveness.

Open-Source Tools in ESL Learning: A Quantitative Study

This research paper delves into the utilization of open-source tool, specifically LearningApps.org, with the purpose of improving the teaching of tenses to students who are learning English as a Second Language (ESL). The purpose of this study is to investigate the influence that LearningApps.org has on the level of interest and participation that students have in the process of learning the past tense (PT) and future tense (FT) of the English language. We used a quantitative technique, and we had 94 English as a Second Language (ESL) students between the ages of 17 and 20 who were fluent in three distinct native languages. The paper is organized into three primary sections: 1) Assessing learners' interest in utilizing LearningApps.org, 2) Examining the benefits of LearningApps.org tools for ESL students, and 3) Analysing ESL students' performance using LearningApps.org in PT and FT exercises. This study's findings have significance for online learning tools, English as a Second Language (ESL) learners, educators, and lesson organisers because they provide insights into the needs and engagement variables that are relevant to both PT and FT in ESL learning. Another channel for further interdisciplinary study that aims to improve topic engagement from the point of view of learners is opened up as a result of these findings

Analysing ESL Proficiency and its Nexus with Higher Education: A Comprehensive Study on English Language Competency among Indian Engineering Students

This empirical study analyses the role played by Indian National Curriculum Framework and its instructional materials in imparting English language as in relevance with the academic achievement and career development of Indian engineering learners. This endeavour has been studied with an impartial assessment of ESL (English as a Second Language) proficiency among Indian engineering students, encompassing those from both regional and English-medium educational backgrounds. The study used random sampling method to identify 150 mechanical engineering students as its target papulation. It tested the English language proficiency of engineering students from both regional and English medium school backgrounds separately and compared the frequency and mean values of the results. The observations from the tests results (IELTS practice tests - Band Score) showed that students who were educated in an English-speaking environment fare somewhat better than their peers educated in a regional medium background. The outcome and findings from the result opines that ESL teaching and learning among students in regional medium schools in India has not attained its zenith. It is below par excellence when compared with English medium schools. This is owing to a curricular structure that does not appear to be suitable for India's diverse classrooms (Indian heterogeneous classrooms). Therefore, the researchers proposed a curriculum which is flexible, impartial, and capable of supporting all sorts of students’ educational needs by pairing with English language skills

Enhancing English Reading Comprehension of ESL Underachievers by Fostering Metacognitive Strategies

This study investigates the efficacy of implementing metacognitive reading strategies in English classes to enhance the reading comprehension of underachieving Arab second-language learners. The research included a specifically developed lesson in three sixth-grade classes at a Saudi girls' school and a control group of three additional classrooms. Information was gathered through pre-and post-tests, interviews, and observations. The results reveal that students taught metacognitive skills caught up to their more successful classmates regarding reading comprehension. The implications of these methods for English as a Second Language (ESL) instruction are examined. These findings provide valuable insights into the capacity of metacognitive reading strategies to close the comprehension gap among underachieving ESL learners in the Arab context. Based on the findings, the research recommends incorporating these methods into English classes as an effective way to improve student's reading comprehension and overall performance in the classroom.

The integration between metacognitive writing strategies and willingness to write: A way to expediate writing performance of Pakistani ESL learners a mixed-methods approach

The prime objective of this study is to investigate the role of metacognitive writing strategies (MWS) in writing performance through the mediating role of willingness to write (WTW) among Pakistani English as a Second Language (ESL) learners. This study used a mixed-methods research design in which quantitative and qualitative methods are employed to achieve the research objective. In quantitative phase, questionnaire survey was employed to collect data from the respondents. Population of the study is the public universities in South Punjab, Pakistan. Questionnaires were distributed among the students of Bachelor of Science (BS) English among selected public universities by using stratified random sampling. 145 valid responses were received, and data analysis was carried out by using Partial Least Square-Structural Equation Modeling (PLS-SEM). In qualitative phase, semi-structured interviews were conducted to collect qualitative data. It is revealed that MWS have an influential role in writing performance. Furthermore, the presence of WTW is vital to get maximum benefit from MWS. Hence, the combination between MWS and WTW is crucial to increase writing performance of Pakistani ESL learners of English among public universities. This study has key contribution to the theory of metacognition by adding WTW. Findings provided valuable insights for universities to develop various strategies for Pakistani ESL learners.

The Use of Graphic Organiser on Second Language Students’ Writing Performance

English as a Second Language (ESL) learners, especially in rural educational settings, continue to encounter challenges in acquiring fundamental writing skills. One possible factor is the lack of creative and innovative pedagogical approaches tailored to support the learners. In light of this, the present study examined the use of graphic organiser (GO) as a pedagogical tool on writing performance of Malaysian ESL learners. Twenty-seven intermediate students from a secondary school in Malaysia participated in a series of 11 writing sessions using GO in writing descriptive essays. The application of this GO in composing the descriptive writing was carried out throughout the writing lessons consisted of modelling, scaffolding, individual prewriting, drafting with peers and group writing. Using a qualitative study, the data analysis involved content analysis sourced from participants’ essay scripts. Guided by the CEFR framework, 54 descriptive essays were evaluated and analysed to observe changes in writing in terms of content, communicative achievement, language, and organisation. Participants' essays in Writing Task 1 (WT1) and Writing Task 2 (WT2) were compared to observe changes in their writing performances after the implementation of GO in the writing instructions. Results showed that the use of GO in developing descriptive essays has improved learners’ writing in all components. The study has revealed that successful writing requires differentiated and creative graphic organisers, accompanied by systematic writing activities for ESL learners to thrive in a challenging writing classroom.

Influence of Reading Strategies on ESL Students’ Reading Comprehension in Secondary Schools in Malé, Maldives

The use of reading strategies plays an integral part in the reading comprehension level of students. However, English as a Second Language (ESL) learners are unaware of the impact of reading strategies on their reading comprehension level. Moreover, teachers also lack a solid foundation for teaching reading strategies to students and are unable to understand the reading strategies preferences of the students. Only a few studies have been conducted highlighting the significance of reading strategies on students’ comprehension levels, especially in the context of Maldivian secondary schools. The main objective of this study is to identify the use of reading strategies to improve the reading comprehension level of ESL learners in secondary school. This research employed an experimental design. A total of 118 students from grades 9 and 10 from a secondary school participated in the study. Two instruments were utilized to collect data: a questionnaire, a pre-test, and a post-test. Statistical analysis revealed a strong positive correlation between reading strategies and comprehension achievement. Moreover, a significant difference in strategy use was found between male and female students. Recommendations include implementing school-wide reading programs, using think-aloud technique to model strategies, and consistent teacher training in Maldives as well as monitoring of students' reading strategies to improve comprehension and learning opportunities.

Assessing the Readiness of Pre-service Teachers to Teach English to ESL Learners in Fijian Secondary Schools

This study aimed to assess the readiness of pre-service English teachers in a teacher training program at Fiji National University to teach English as a Second Language (ESL) to Fijian ESL learners. Using a mixed-methods approach, data were collected from twenty-two students enrolled in a compulsory language course during their third year of undergraduate study. These findings underscore the pivotal role of English teachers in maximizing students’ formal schooling and exposure to their native language (L1) to create an engaging learning environment. Additionally, this study found that enhancing pre-service teachers’ cultural awareness improves their readiness to teach English to Fijian ESL students. Central to this study is the recognition of the essential elements necessary in pre-service teacher education programs. This study includes multifaceted support systems, such as emphasizing the significance of comprehensive support in pre-service teacher education programs, including mentorship programs, practical teaching opportunity experiences, feedback mechanisms, platforms for self-reflection and peer reflection opportunities, integration of technology into teaching, and the improvement of effective communication and teaching methodologies. These findings hold substantial promise in informing and potentially guide policy decisions and offer recommendations for the refinement of teacher-training programs and curriculum development in secondary school settings. This study recommends the provision of training and support through professional development seminars geared towards fostering culturally responsive and inclusive classrooms, emphasizing the importance of training and ongoing support for teachers.

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

The objective of this study was to investigate the effects of implementing tiered instructions in conjunction with the I-Ready online program on the academic advancement of English as a second language (ESL) learners. The research utilized a quantitative case study design to examine the diagnostic test scores at the one academic year’s commencement, midpoint, and conclusion. The RAT framework assisted the investigation. Data was obtained from a sample of 45 ESL third-grade students. Students in Tier 1 who needed further assistance in achieving proficiency standards were allocated to small groups during the regular lesson. In contrast, students in Tier 2 were provided with a multi-tiered system of support (MTSS) block with a different teacher, and Tier 3 students were assigned to the learning lab for the personalized I-Ready lessons. The study’s findings revealed that implementing tiered instructions significantly enhanced students’ academic performance. Superior outcomes were achieved in phonics, high-frequency words, and vocabulary. This research study has contributed to the advancement of ESL teaching and learning by providing a foundation for future investigations into the efficacy of the online tiered approach in aiding ESL students.

The Impact of Machine Translation on Vocabulary Acquisition and Reading Comprehension in ESL Learners

This study investigated the impact of using machine translation on vocabulary acquisition and reading comprehension in English as a Second Language (ESL) learners. A total of 60 undergraduate students enrolled in an ESL course were randomly assigned to either an experimental group that used Machine Translation during language learning activities or a control group that did not use Machine Translation. Results showed that the experimental group outperformed the control group in vocabulary acquisition and reading comprehension, while also experiencing a higher cognitive load. The study suggests that while Machine Translation can be a useful tool for ESL learners, it should be used with caution and guidance to prevent negative effects on cognitive load.

Online cognitive-behavioral intervention for stress among English as a second language teachers: implications for school health policy

IntroductionStress is one of the highest-ranked work-related injuries worldwide and has become almost universal among the Nigerian workforce. English as a Second Language (ESL) teachers face enormous work-related threats that lead to occupational stress. When ESL teachers are stressed, students' language development and entire educational progress are at risk. This is mostly underscored as English, though a second language, serves as the language of instruction in Nigerian schools. As a result, managing occupational stress is particularly important for ESL teachers, as it is among the definitive ways of improving ESL learning and overall educational outcomes. This study examined the effectiveness of online cognitive behavioral intervention (o-CBI) in lowering occupational stress among ESL teachers.MethodESL teachers with at least 1 year of experience were among the participants (N = 89). Participants were divided into two groups: the intervention group (N = 44) and the control group (N = 45). For 9 weeks, the experimental group engaged in nine sessions of 2 h of the o-CBI program. The Single Item Stress Questionnaire (SISQ), the Satisfaction with Therapy and Therapist Scale-Revised (STTS–R), and the Teachers' Stress Inventory (TSI) were the measures used to collect primary and secondary data. Four sets of data were collected at baseline, post-test, and follow-up 1 and 2 evaluations. The data were analyzed using mean, standard deviation, t-test statistics, repeated measures ANOVA, and bar charts.Results and discussionCompared to the control group, the o-CBT group had significantly lower TSI scores at the post-test (Time 2) and follow-up evaluations (Times 3 and 4). Between pre-, post-, and follow-up 1 and 2 measurements, there were no significant differences in occupational stress index scores in the control group. It was concluded that o-CBI is effective in job-stress treatment among ESL teachers. In addition, implications for school health policy are discussed. The o-CBI for occupational stress was well received by the participants, showing high acceptability among ESL teachers.

Bridging worlds: fostering cultural competence in english language teaching

As English as a Second Language (ESL) educators navigate the dynamic landscape of language instruction, the significance of cultural competence becomes increasingly evident. This article, presented by an EFL teacher at Karakalpak State University, delves into the transformative role of cultural competence in ESL classrooms. The exploration begins with a conceptual understanding of cultural competence, followed by a spotlight on practical strategies for integration. Drawing on real-world experiences, the article illuminates the pivotal role of teachers in fostering cross-cultural understanding and creating inclusive learning environments. Case studies from the unique context of Karakalpak State University offer insights into successful implementations, accompanied by reflections on challenges faced and overcome. The article concludes by examining methods to measure the impact of cultural competence initiatives, emphasizing the ongoing journey towards creating culturally enriched ESL learning experiences.

THE EFFECTIVENESS OF ASYNCHRONOUS LEARNING COMMUNITY ON ESL LEARNERS’ SKILLS ACQUISITION

This study investigated the impact of an asynchronous learning community (ALC) on English as a second language (ESL) learners’ skills acquisition. The ALC was designed by incorporating the community of inquiry (CoI) framework, which highlights cognitive, social, and teaching presence. The participants of this study consisted of 24 ESL learners and four ESL educators, and they were selected using a purposive sampling method. Focus groups and one-to-one semi-structured interviews were conducted to gather data. The responses were analysed using thematic analysis. The results showed that opinion-based discussions play an essential role in enhancing learners’ skills, particularly their higher-order thinking skills. The study also identified some challenges ESL learners encountered in the ALC, such as improper time management skills, lack of participation, and a sense of isolation. Therefore, some effective strategies were proposed to overcome these challenges. The study recommends that the ALC approach that integrates the CoI framework should be embedded in the ESL curriculum to develop learners’ skills and foster a sense of community in the virtual learning environment. This approach can lead to better outcomes for learners in terms of skill acquisition and their ability to succeed in academic and professional settings.

Enhancing ESL learner's literacy by peer-assisted learning strategy of online English news.

As a result of globalization, countries are collaborating more and sharing more information. People's perspectives now encompass both domestic and international news. In English as a Second Language (ESL) classes, the appropriate use of rich and vibrant online English news resources gives second language learners (L2 learners) direct access to first-hand, authentic English knowledge through independent reading and digestion, as well as peer-assisted classroom activities. Through weekly peer-assisted sharing of online English news, the goal of this study is to improve L2 learners' literacy, global competence, and appreciation of cultural diversity. This study examines the participants' perceptions and feedback using both quantitative and qualitative methods to confirm the efficacy of this pedagogy. After the semester-long experiment, significant differences were found in the English proficiency test. Particularly, the experimental class's reading and writing scores were significantly higher (p < 0.05) than the control class's, indicating that this pedagogy can effectively improve the literacy of ESL learners. The semi-structured interview revealed that participants were pleased with this instruction and perceived improvements in their language skills. ESL students' core English literacy has significantly improved by expanding their comprehension of news articles and cultivating a sense of social responsibility.

The Factors Affecting Filipino Grade 11–12 students’ Pronunciation

This study aims to examine the factors affecting students' pronunciation in English as a Second Language (ESL) among senior high school students and their English teachers. A mixed-method approach was employed, which involved a survey questionnaire and semi-structured interviews with 10 senior high school students and 10 English teachers from PAU Excellencia Global Academy Foundation, Inc. in the Philippines. The results showed that attitude, exposure, mother tongue, and instruction are factors that affect students' pronunciation in ESL. The participants agreed that attitude towards learning English greatly impacts pronunciation improvement, and that exposure to English through media and social interactions is beneficial. However, the influence of the mother tongue on pronunciation was found to be significant, particularly in the Philippines where English is taught as a second language. Furthermore, the instruction provided by teachers was found to be a crucial factor affecting students' pronunciation, with the need for teachers to utilize more effective teaching techniques and strategies. This study contributes to the literature on ESL pronunciation by examining the unique perspectives of both students and teachers in the Philippines, which can provide insights into the development of more effective ESL teaching and learning approaches. The findings can also aid in the development of curriculum design and teacher training programs to improve ESL pronunciation instruction.&#x0D;