English Learner Students Research Articles

Differences in Teachers’ Assessments of Students by English Learner Status

This paper investigates potential disparities in how teachers perceive academic achievement between English Learner (EL) students and their non-EL counterparts. Using data on elementary and middle school students in North Carolina, I compare teachers' academic assessments of EL students to those of non-EL students in the same class with the same standardized-test-based achievement. Results reveal that teachers hold more negative perceptions of achievement for EL students compared to academically comparable non-EL peers. These results emphasize the added difficulties experienced by EL students in academic settings, compounding the challenges they already encounter from language barriers.

The effects of a newcomer program on the academic achievement of English Learners

AbstractSchool districts serving newcomer English Learners (ELs) generally offer short‐term intensive English programs designed to teach foundational language skills and guide students’ integration into the U.S. school system. Despite the growing popularity of newcomer programs, however, there is limited rigorous evidence of their efficacy. In this paper, we present evidence on the causal effect of an intensive English program on the academic achievement of newcomer EL students. Access to the program is determined by a test score cutoff which we leverage to employ a regression discontinuity design. On average, students who are eligible for the program in elementary grades experience a boost in their academic achievement for up to 3 years following initial eligibility. Conversely, newcomer EL students who are marginally eligible for intensive English language instruction in middle school grades see a decline in achievement that tends to exacerbate over time.

Learner Agency: Multiple Case Studies of English Speaking Learning of English Majors in China

Objectives This article delves into the ways in which three English major students, each possessing varying levels of proficiency in spoken English―high, moderate, and low―express their agency throughout the process of acquiring spoken language. This exploration encompasses their experiences both within and beyond the classroom, all situated within a broader contextual framework. Methods Qualitative research was conducted during one fall semester from September to December 2023. The researchers observed an English speaking course instructed by a Chinese female teacher. Data were collected through classroom observations, semi-structured interviews, course documents and learners’ artifacts. Data analysis was conducted with three levels of coding (open coding, axial coding, and selective coding) and the credibility was ensured with data triangulation. Results The findings revealed that English major students, when encountering difficulties and challenges, such as pronunciation problems and limited vocabulary etc, exercised different forms of agency to address and overcome obstacles in the process of learning spoken English. Specifically, the agency forms of English major students in spoken English learning is manifested through action engagement, action adjustment, and action resistance. Conclusions The findings and the analysis of the current study revealed that learner agency had a significant role to play in English as a foreign language classroom in a Chinese college context. Based on the thematic data analysis, this study offered some pedagogical implications for educators and teachers both at Chinese universities and beyond.

Boosting English Motivation with Mobile Tech: Action Research Among Engineering Students

Boosting English Motivation with Mobile Tech: Action Research Among Engineering Students

A Study on the Backwash Effect of International Talent English Exam on Students' English Learning—Teaching Based Backlash Promotes Student Learning Strategy Adjustment

With the acceleration of globalization, English has become the main language for international communication, and various English exams have also emerged. The International Talent English Examination (ETIC), also known as the National Talent Examination, is a standardized examination that evaluates students' English proficiency. Its implementation has a direct impact on their English learning. On the basis of literature review, questionnaire survey, interview, and classroom observation, this study comprehensively adopts a data analysis method combining descriptive statistics and qualitative analysis to explore the backlash effect of the National Talent Examination on student English learning, that is, to clarify the impact of ETIC on student English learning, and how to promote student learning through exam feedback.

Enhancing English Learning for Special Needs Students through Technology

Enhancing English Learning for Special Needs Students through Technology

The Impact of ChatGPT on Undergraduate Student's English Learning Motivation

The Impact of ChatGPT on Undergraduate Student's English Learning Motivation

INVESTIGATING THE STUDENTS’ NEED IN LEARNING ENGLISH VOCABULARY: NEED ANALYSIS FOR SPECIAL NEEDS STUDENTS

This research aimed at finding out the learning needs of deaf students in learning English vocabulary using digital book at SLB Negeri 1 Makassar. The participants of the research were chosen by using total sampling The students’ criteria who experience a loss of hearing and speech impairments may face various challenges in their educational journey were the participant this research were thirty students of junior high school and senior high school SLB Negeri 1 Makassar. The data was collected through questionnaire and interview. The results of this research showed that deaf students was Important purpose in learning English for deaf students was to succeed in college, to succeed in career, for information exchange, to get a scholarship, and for personal needs. Deaf students are having barriers to writing, reading, speaking and listening skills. vocabulary important materials for deaf students were vocabulary at school, in the classroom, school equipment, at school, subjects, classroom activities, school uniform, extracurricular, school environment, profession, family, daily activity, month and day vocabulary. Learning models that were important to deaf students in their vocabulary learning preferences in the classroom include learning alone, learning in a pair, learning in small groups, and learning in large groups. Deaf learning activities and media in vocabulary learning in the classroom were using sign language and digital-based learning. An important place to learn vocabulary for deaf students is in the school area. The teacher said that all activities and learning processes students use smartphone as media. Technology strongly supports media in teaching English which will enrich the repertoire of learning and facilitate teachers in the teaching process and the use of smartphones can be one of the media that can attract or motivate students in learning English.

Analysis of Factors Affecting Barriers to Learning English for Students Using SEM-PLS

Analysis of Factors Affecting Barriers to Learning English for Students Using SEM-PLS

Students’ Anxiety in Learning Englih (A Case Study at Eleventh Grade of SMK Al Istiqomah NW Mamben Baru)

This study aims to investigate types of anxiety experienced by the students in learning English and factors that contribute to students' anxiety in learning English in the Eleventh grade of SMK Al Istiqomah NW Mamben Baru. This is a qualitative descriptive research with a case study. The study was employed through observations, interviews, and documentation in data collecting. The data was analyzed through descriptive analysis. The result of the research showed that there were two types of anxiety were experienced by the students of Eleventh grade of SMK Al Istiqomah NW Mamben Baru in learning English, that were state anxiety and state anxiety. In term of causes there were three causes that contribute to students’ anxiety in learning English; firstly, was communication apprehension. Secondly was fear of negative evaluation. Thirdly is lack of vocabulary and grammar.

Differentiated instruction for English learners: Teachers' understanding and practices

AbstractThe increase in the English learner (EL) student population in the United States and these students' placement in U.S. public schools have created high priority demands to address their language and learning needs. General education teachers, however, are often unprepared or underprepared to work with ELs, with limited knowledge and expertise to integrate differentiated instruction (DI) for them. This study examined two elementary teachers' understanding of differentiated instructional practices for EL students in a mainstream setting. Employing qualitative methods and following inductive data analytic processes, the study examined what these elementary teachers say facilitates DI for ELs. The researcher used semi‐structured individual interviews, a joint interview, and photo elicitation as the primary sources of data collection, and documents such as teachers' differentiated lesson plans and statements of teaching philosophy as secondary data sources. Findings revealed that a caring relationship between the teacher and ELs was essential and played a key role in student learning. By building caring relationships, the teachers learned about their EL students' needs and their interests and used that knowledge to implement DI for these students. Furthermore, teachers' proficiency in a language other than English and their metalinguistic awareness to bridge between one language and the other guided the teachers' differentiated instructional practices for their ELs.

The effect of mobile application to promote learning English for primary school students

This study aims to investigate the impact of mobile learning apps on primary school students' motivation and performance in English using Mayer's Cognitive Theory of Multimedia Learning. Monotonous traditional education lowers student motivation, lowering student performance in English. This will also impact their performance in English. Mobile learning applications built on Mayer's Cognitive Theory of Multimedia Learning may be one way to increase students' motivation, which will help them solve problems more effectively and boost their performance. A pre-experimental study design was used, in which one group was examined with a comparison within a single group observed through time in the control group. A primary school's 26-year-five students were the samples discovered through purposive sampling. A questionnaire examined the effectiveness of motivation. In the meantime, students' performance was evaluated using an achievement test. Validity and reliability tests have been conducted on each instrument. To examine the impact of motivation and performance, a Wilcoxon Signed Rank-test is used to compare the mean before and after the intervention. During the intervention, a semi-structured interview was undertaken to learn more about how students perceived Mayer's Cognitive Theory of Multimedia Learning-based mobile learning apps. The data from the interviews were analysed using thematic and coding analysis. As a result, the intervention can improve student performance in primary school English with significant mean changes, supported by the data from encouraging responses from the interview session.

Study on the Dilemma and Countermeasures of Learning English for Art Students in Colleges and Universities

With the intensification of globalization, English has become an important tool for international communication. However, for art students in colleges and universities, they face a series of dilemmas in English learning due to the limitations of their professional characteristics and disciplinary requirements. Through survey research and literature review, this paper analyzes the main problems of art students in colleges and universities in English learning, and puts forward corresponding countermeasures to help them better cope with their English learning dilemmas.

USING ROLE PLAY TO MOTIVATE HIGH-SCHOOL STUDENTS IN EFL SPEAKING CLASSES

The recurrent problem among Vietnamese high school students in learning English is the ability to communicate effectively in the target language. The question of how to motivate students to speak English confidently and effectively has driven the researcher to search and experiment with various pedagogical techniques. Therefore, this study is conducted to investigate to what extent using role play can increase students’ motivation in EFL speaking classes. The role play technique has been implemented with a group of 33 Math-majored students at a specialised high school in Vietnam. Data collected from observation notes and interviews with 6 student participants revealed that students’ motivation to speak English was high. The results also indicate that role play can be fruitfully deployed in EFL-speaking classes to increase students’ engagement in language production.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

The Impact of Using Gamification on English language learning in increasing Learning Motivation

Background. 21st century education demands changes in learning methods to increase students' learning motivation. Gamification, or the use of game elements in a learning context, has been recognized as an effective tool to increase student engagement and motivation. However, more in-depth research is still needed to evaluate the effectiveness of gamification in increasing the motivation to learn English among English Language Education students. Purpose. The main purpose of this research is to evaluate the effectiveness of using gamification in increasing the motivation of students in learning English. Method. Through a quantitative approach and survey method, this research aims to investigate the experience, perception, and level of student learning motivation related to the use of gamification in English language learning. English Education. The survey was conducted by distributing questionnaires compiled based on related literature and previous research on gamification. The survey steps are voluntary and the confidentiality of the data is strictly maintained. Results. Based on the results of the analysis of the sixth questionnaire, gamification proved to have a positive impact on increasing students' learning motivation in learning English. The majority of respondents feel effective or enthusiastic about the use of gamification. However, there are a small number of respondents who feel neutral towards the concept of gamification. Further evaluation and efforts to expand the understanding and application of gamification need to be done. Conclusion. This research shows that the use of gamification in English language learning promises to increase students' learning motivation. However, continuous evaluation and improvement is required to maximize its potential use. Thus, gamification can be considered as an effective learning strategy in the context of learning English in the 21st century education era.

THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON ENGLISH LEARNING OUTCOMES OF CLASS XI STUDENTS MA. MURSYIDUTTHULLAB LEMBANNA

This study aims to determine the significance of the influence of emotional intelligence on the results of learning English for class XI, MA. Murshidutthullab Lembanna. The method used in this research is a quantitative method. The results of the study are simple linear regression equations. In the analysis that has been carried out on the basis of decision-making, "If Tcount is greater than Ttable," then H0 is rejected, and Ha is accepted. This shows that tHitung is 25.465 > ttable is 1.691, so it can be interpreted that there is a significant influence on emotional intelligence on English learning outcomes. In addition, if seen in the correlation coefficient of 0.654, the coefficient of determination (R squared) is 0.428, or 42.8%, and the rest is influenced by several factors that were not carried out in this study, namely 57.2%. So it can be interpreted that there is a positive and significant influence of emotional intelligence on the results of learning English for students in class XI. MA. Murshidutthullab lembanna

Digitalization in Learning English Speaking Skill For Broadcasting Students

Broadcasting students need English-speaking skills as a skill that must be mastered. To encourage students in learning English and speaking in English in front of others, researchers asked students to perform their activities when reporting the news. This study aims to find out whether the video repository platform can increase students’ interest in learning English-speaking skills. The method used is qualitative descriptive. Researchers do the speaking test through video in the website to understand the way digitalization make impact on students’ speaking skills in the two classes of broadcasting students. Data were collected through tests, questionnaires, interviews, and observation. The results showed that students became more interested and challenged to show their English-speaking skills and the digitalization in learning English-speaking skill was considered a success in promoting student engagement.
 Keywords: broadcasting, English speaking, video platform, students’ interest

ASASIpintar Student’s Attitude and Level of Motivation Towards ESL (English as A Second Language) Class

This study is conducted to find out the attitude and motivation of ASASIpintar students in learning English as a second language. The research problem is whether there is an attitudinal problem in learning English as a second language. If there is, suggestions need to be suggested to overcome this problem. The number of participants involved in this study is 100 participants. In this study, there are three objectives which is to a) find out the correlation between attitude of ASASIpintar students and their grades, b) find out which aspect has the highest correlation to attitude in ASASIpintar students, and c) to determine which level of motivation ASASIpintar students have higher towards learning English as a second language. The research question will be what is the main aspect of an attitude of an ASASIpintar student? Also another question would be are students more motivated to study English as a second language instrumentally or integrative in ASASIpintar. The assumption made in this study is that attitude is positively correlated to the grades obtained and instrumental motivation is higher than integrative motivation. However, the model of this study is conducted on special and talented ASASIpintar students thus the results obtained differ from past researches

Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding.

Collaboration is an aspect of engagement that focuses on learning through group work and having discussions with other learners. Active learning approaches are a way to foster collaborative engagement because they provide more opportunities for interaction among learners. Process Oriented Guided Inquiry Learning (POGIL), a socially mediated active learning approach, uses verbalizing and discussing ideas with peers in small groups to reach a shared understanding. Due to the growing number of immigrants in the United States, the number of English Learners (ELs) in American classrooms has been increasing rapidly. ELs encounter challenges such as unfamiliarity with American science class norms and expectations, feelings of not being valued and socially accepted, and instructors' lower expectations of them. These challenges can impact this group of students' learning and achievements. Previous studies have discussed that learning chemistry can be more challenging for EL students due to the critical role of language in learning. We argue that ELs use discourse moves differently compared to non-ELs in a POGIL-based class in terms of engaging in conversations that can lead to a shared understanding at the group level through a joint knowledge construction process. Our findings indicated that, in our sample, ELs were less likely to engage in discursive moves than non-ELs. This difference may result in missed opportunities for a shared understanding and joint knowledge construction. In addition to differences between EL and non-EL students in our samples, we also found differences between EL students who attended K-12 schools in the United States compared to international EL students. Implications for future studies of these possibly distinct EL populations are considered.

Beyond a Transformative Approach and Deep Understanding: External Factors and Mid-Level Leaders’ Policy Implementation to Expand Equity for English Learners

Purpose: We examine the ways state education agency (SEA) and local education agency (LEA) leaders interpret and use educational policy to guide the provision of services for multilingual students classified as English learners (ELs) in their contexts. Our inquiry focuses on the external factors leaders describe that either enable or constrain their ability to interpret and implement policies designed to expand equity for EL students. Research Method: We conduct semi-structured interviews with 17 SEA and LEA leaders across three states. We use an interview-based approach to understand how educational leaders leverage policy to guide EL services in their states and districts. Findings: Three external factors (resources to serve EL students, networks to share EL expertise, and concrete policy monitoring and guidance from the state) interact with leaders’ individual understandings of and approaches to policy implementation to shape the ultimate degree to which equity is enabled or constrained for EL students in their contexts. Implications: Educational policy intends to provide SEA and LEA leaders with guidance to expand equity for ELs. However, our study suggests that the degree to which these policies expand equity for ELs in practice depends not only on the leader's understanding of the policy, but also their access to resources, human capital, and professional networks. SEA and LEA leaders that take a deep, transformative approach to implementation may partner to assess how SEAs can create external conditions that help to expand equity for ELs.