English Learner Students Research Articles

ISpring on English Language Teaching and Learning: A Literature Review

iSpring is one of various software which is benefit in English language teaching and learning. There are numerous researches that bring up the use of iSpring to support the material and quiz development. This research aims at providing comprehensive literature review about iSpring in English language teaching and learning. This research’s objectives are investigating; 1) the roles of iSpring in English language teaching and learning and 2) the effectiveness of iSpring in English language teaching and learning. Qualitative research method with library research approach was used in this research. The data consists of 3 theses, 4 conference proceedings, 5 journal articles that taken mostly from Google Scholar. The data then analysed using content analysis to match the objective of this research. The findings showed that iSpring has several important roles for English language teaching and learning such as; making English teaching and learning activities becomes easier; helping students to learn English language; creating interest, motivation, confident, concentration, and independence for students in English learning; supporting all types of learning styles and various level of students in English learning; providing effective English teaching and learning activities; and also accommodating various English teaching methods. Besides that, this research also showed that iSpring was effective for foreign language distance learning, improving students’ independence on self-evaluation, improving receptive skill, and productive skills as well. Therefore, iSpring is suitable to be used in education, especially to support the English language teaching and learning.

Chinese Students Learning English as a Second Language

The way in which different cities teach children to read in Chinese may have an impact on the skills they later utilize to acquire English word reading skills. This study examined the relative contributions of several cognitive–linguistic measures to English word reading for Chinese students learning English as a second language in two Chinese cities, one whose school system teaches Pinyin (Beijing) and one whose school system does not teach Pinyin (Hong Kong). Students in grades 2–3 completed measures on Chinese morphological awareness (MA), Chinese phonological awareness (PA), Pinyin writing, and English word reading. In the Beijing group, it was found that PA (β = 0.334, p < 0.01) and Pinyin (β = 0.257, p < 0.05) were significant predictors of English word reading. In contrast, in the Hong Kong group, only MA (β = 0.263, p < 0.05) was found to be a significant predictor of English word reading. The difference in predictors could be due to the availability of a phonological tool (Pinyin) for the Beijing students when learning Chinese, while the Hong Kong group may have relied more heavily on learning using MA and rote memory techniques. Overall, the results from this study provide data supporting the benefits of having a phonological tool like Pinyin for Chinese children when learning to read in English.

Motivation and attitude of English language learning among nursing students

Background: Proficiency in speaking English is an individual's ability to convey thoughts and desires verbally to anyone. However, it can be challenging to develop this skill without continuous self-training. One effective approach is through peer or classmate interactions, as well as guidance from English language instructors. Numerous factors influence the success of students in learning English, and motivation and attitude are crucial aspects needed by nursing students to master the language.Purpose: To identify the description of motivation and attitude among nursing students in learning English, providing input for learning achievement targets for English courses and the most suitable learning methods to enhance the language skills of nursing students at Murni Teguh University.Method: A quantitative research method with a descriptive design was employed. The total sampling technique was used, and 157 respondents willingly filled out the questionnaire from a total population of 167 individuals. Instruments for measuring motivation and attitude were adopted from previous studies with established validity. Data analysis utilized Univariate data analysis.Results: Instrumental motivation among respondents (90.5%) was higher than integrative motivation (88.9%). The majority of respondents had high motivation at 89.6%. Meanwhile, most respondents exhibited good attitudes at 41.2%, followed by fairly good attitudes at 36.4%, and poor attitudes at 22.4%.Conclusion: Nursing students at Murni Teguh University demonstrate high motivation and positive attitudes toward learning English. However, this does not align with the English language proficiency of the respondents.Suggestion: It is highly recommended for future researchers to include additional variables such as interest in learning, self-concept, self-efficacy, the cause-and-effect correlation between each researched variable in English language learning, and the use of effective English teaching methods to enhance the English language proficiency of nursing students.

The Influence of English Learner Status on Maintenance of Oral Reading Fluency Growth

Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention maintenance effects among U.S. second- and third-grade students who transitioned back to Tier 1 instruction only due to successful performance during a Tier 2 reading fluency intervention. Piecewise multi-level models were estimated to address whether EL status uniquely predicted intervention growth patterns and the extent to which these patterns were maintained over a 12- to 13-week post-intervention period. Reading fluency scores were similar between EL and non-EL students prior to the start of and during the intervention, and all students’ performance decreased slightly immediately after support ceased. Regardless of grade level or EL status, post-intervention fluency gains generally remained smaller than those observed during intervention meriting attention to individual- and systems-level instructional considerations for ensuring continued growth.

How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations

ABSTRACT We address the notion that different student grouping configurations in the classroom may provide different sets of opportunities for English learners (ELs) – students whose home language is not English (the language of instruction in the U.S.) – to both learn science and develop a second language through different forms of social interaction. We examined the frequency with which monolingual and bilingual (English-Spanish) teachers interacted with students working in four grouping configurations: Only ELs, Whole Class, Only Non-ELs, and Mixed (both ELs and non-ELs). We used a sample of 359 instructional episodes from 78 science lessons taught by bilingual and English-only teachers in the U.S. While we observed a considerable variation in the frequency of different classroom practices (e.g. those promoting critical thinking were less frequent than those involving factual knowledge), Whole Class was the grouping configuration most frequently observed for all classroom practices. The same frequency patterns were observed for monolingual and bilingual teachers. We argue that the low frequency of teachers’ interactions with students working in small groups limits the opportunity for ELs to learn science through different forms of social interaction and for teachers to identify and address individual EL students’ learning needs.

Improving the English Language Achievement of SMP Negeri 4 Polewali by Integrating E-modul as a Media and Differentiated Learning as the Approach

The differentiated learning model is a teaching and learning process where students can learn the subject according to their abilities, preferences, and needs. The researchers conducted pre-observation of learning for students at SMP Negeri 4 Polewali. From the results of these observations, the researchers found that the teaching to improve the students' achievement in English failed, where their achievement was under the expectation of the National Education Standard. The failure of students' learning achievement is caused by a less attractive learning approach and the selection of learning media that does not motivate students to learn English in class. The problem statement is that student learning achievement is very low in learning media and approaches. The research objectives are to determine whether an E-learning module integrated with differentiated learning can improve learning achievement, the steps of learning English using an E-module integrated with differentiated learning and the students' perceptions of learning by using e-modules and differentiated learning. The researcher implemented a quasi-experimental design to determine students' language achievement. This study uses a pre-experimental design using a one-group pretest-posttest design using a quantitative approach. In the Pre-test and Post-test groups, the observation is two times: before giving treatment, called the Pre-test, and after giving the treatment, called the Post-test. The use of an e-learning module integrated with differentiated learning can improve the learning achievement of students of SMP Negeri 4 Polewali. A validation test was conducted to obtain expert-validated learning steps. Perception dimensions consisting of cognitive, affective, and conative dimensions can be used to support students in learning English through differentiated learning. The use of an E-learning module integrated with differentiated learning can improve students' learning achievement in class VIII SMP Negeri 4 Polewali; differentiated learning can improve students' learning achievement. The study recommends that researchers and teachers continue exploring best practices for combining e-learning and differentiated instruction to enhance student outcomes.

Perception of Students in Learning English through Moular Distance Delivery in Mayamot National High School

This study aimed to determine the perception of students in learning English through modular distance delivery modality (print). Moreover, this research tried to describe the experiences, level of understanding and satisfaction rate about learning English in this new set up in education. Threfore, adjustments such as alignment of learning materials and deployment of multiple learning delivery modalities can be planned and expected to be executed as stipulated in DepEd Order number 18 series 2020 also known as Policy Guidelines for the Provision of Learning Resources Implementation of the Basic Education Learning Continuity Plan. The study was participated by the Junior high school students. Stratified random technique was used to assure the representation of each grade level and section. Also, in this study, a questionnaire will be used to gather the information from the identified participants and the data were interpreted through descriptive Statistics for data analysis. Consequently, a tailored learning strategy for students and a modified teaching technique in English through modular distance delivery was framed based on the results of the study. Focus Group Discussion for teachers and parents and students consultation are best avenues for the dissemination of the results thereafter.

RETRACTION: Investigation and Analysis of Translation Ability Research on the Psychological Obstacles of College Students in English Learning under the Background of Wireless Network Communication

RETRACTION: Investigation and Analysis of Translation Ability Research on the Psychological Obstacles of College Students in English Learning under the Background of Wireless Network Communication

A Study on Communication Willingness of Non-English Major University Students in English Learning Based on Communicative Language Teaching

A Study on Communication Willingness of Non-English Major University Students in English Learning Based on Communicative Language Teaching

An Exploratory Study on the Relationship between Language Learning Attitude, Engagement, and Communication Skills Among Chinese EFL Learners

Language learning stands as a cornerstone in today’s globally interconnected world, particularly for Chinese learners of English as a Foreign Language (EFL). Nevertheless, the process of language acquisition is intricate and influenced by a myriad of factors. The primary objective of this study is to examine the current status of English learning attitudes, engagement, and communication skills among Chinese EFL learners and to explore the interrelationships among these variables. A total of 402 university students majoring in disciplines other than English, situated in central China, participated in this investigation. Three questionnaires—the Attitudes toward English Learning Questionnaire, the English Learning Engagement Questionnaire, and the English Communication Skills Questionnaire—were administered to assess their learning attitudes, engagement, and communication skills using a 4-point Likert scale. Following data collection, descriptive statistics and correlation analysis were conducted using SPSS. The study revealed positive attitudes and high levels of engagement among students in learning English, along with proficient overall communication skills. Additionally, significant differences were observed in students’ responses regarding attitude, engagement, and communication skills when categorized by demographic profiles. Furthermore, a robust correlation was identified among language learning attitude, engagement, and communication skills. Finally, recommendations have been proposed to assist educators in addressing students’ challenges and facilitating improvements in their attitudes, engagement, and communication skills within their respective English classes.

Construction and application of English wisdom classroom based on artificial intelligence

The integration of artificial intelligence technology and English teaching has transformed the English teaching classroom from teacher-centered to student-centered, realized the wisdom of English teaching, and also improved the interest and efficiency of students in learning English. This paper first expounds the basic concept of artificial intelligence technology and its application advantages in English teaching, and then discusses the construction and application of English wisdom classroom based on artificial intelligence from four aspects, in order to provide reference for relevant researchers.

A Study on the Relationship between AI Anxiety and AI Behavioral Intention of Secondary School Students Learning English as a Foreign Language

Artificial Intelligence (AI) provides new tools and approaches for English as a Foreign Language (EFL) learning, yet it also brings new risks and challenges, such as AI anxiety. With the gradual adoption of AI in EFL learning, AI anxiety has brought about a variety of issues. In order to help educators understand students’ concerns and promote the use of AI for secondary school students’ EFL learning, this study took the Unified Theory of Acceptance and Use of Technology (UTAUT) and relevant aspects of AI anxiety as the theoretical foundation. Subsequently, this study analyzed the situation of AI anxiety among secondary school students and its relationship with students’ Behavioral Intention to use AI EFL learning tools. Data were collected through an online platform, with 293 valid responses from secondary school students in Beijing, China. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used to analyze the data. The validity and reliability of the scale were satisfied with nine constructs: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Behavioral Intention, AI Learning Anxiety, Job Replacement Anxiety, Sociotechnical Blindness Anxiety, and AI Configuration Anxiety. The results indicated: (1) Performance Expectancy, Effort Expectancy, Social Influence and Facilitating Conditions could all positively predict Behavioral Intention in different degrees, and Social Influence had the strongest effect; and (2) AI Learning Anxiety and Job Replacement Anxiety might indirectly and negatively predict Behavioral Intention through intermediate variables. Based on the analysis, the study suggests that educators should not only cultivate students’ AI literacy through comprehensive AI education, but also guide students to form correct emotions through scientific psychological interventions so that they can better use AI EFL learning tools.

YouTube and English Learning: Transformative Impact on Self-Regulated Learning Competencies

The awareness of learning English has risen not only on students but also general community. However, expecting to master English merely relies on classroom learning or formal setting are considered not sufficient. Therefore, more English learners both students and public figured out how to study by themselves. The emergence of YouTube has changed the way people learn English. The various kinds of videos and their flexibility of access raised their awareness to learn English individually. It is a qualitative study. The data were analysed based on (Miles et al., 2014) theory. The researchers interviewed three participants to collect the data. They were selected based on the criteria managed by the researcher. This study used three competencies of self-regulated learning (SRL): cognitive, motivation and metacognitive. This study found that YouTube positively impacted SRL. The participants proved that YouTube helped them to understand English better, made their learning fun and enabled them to reflect their English competence.

An Analysis of Teachers' Strategies in Teaching English in Blended Learning Situations to Eleventh-Grade Students of SMAN 4 Palu

This research discussed an Analysis of Teachers’ Strategies in Teaching English in Blended Learning Situation at Eleventh Grade Students of SMAN 4 Palu. The research question of this research are: (1) what strategy do teachers use in teaching English in a blended learning situation to eleventh-grade students of SMAN 4 Palu? (2) how is the implementation of the strategies in teaching English in blended learning situations to eleventh-grade students of SMAN 4 Palu?. In this research, the researcher used qualitative descriptive research, with case study research type. Technique of data collection through (1) observation, (2) interview, (3) questionnaire, and (4) documentation. Technique of data analysis are data collection, data reduction, data display, and conclusion. Checking data validity was conducted with (1) credibility, (2) transferability, (3) dependability, and (4) confirmability (Objectivity). The results of this research showed that the strategy that teachers use in teaching English in blended learning situations in class XI is vocabulary building, cooperative learning, and students chosen text. Based on the results of the questionnaire given to students, by using the Likert scale technique, about 77% category agree or good. It means the students’ response to the teacher in teaching English in blended learning situation at eleventh grade students of SMAN 4 Palu is good and able to help students in learning English. Students like the way of teaching of the English teachers.

A Study on the Competencies of Preservice Secondary Teachers to Enhance the Achievements of the Students in Learning English

The capacity to communicate effectively in English is crucial for pupils in today's worldwide society. Teachers of English who are themselves proficient in the language may do wonders for their pupils' linguistic growth and academic success. Their knowledge and hard work provide an engaging and encouraging educational environment, giving pupils the tools they need to develop their language abilities to their full potential. The purpose of this research is to identify the competencies so that successful English pre service teachers use it to help their students to become better language users and achieve to greater academic achievement. Thus this study will provide insights that can positively create an impact on language learning outcomes and enrich the educational experiences of students in the English language classroom. This is a qualitative research. The study's researcher collected the information from number of sources on best practices organized by school to inculcate values. Capturing the depth, nuance, and surrounding circumstances of the topic at hand is a primary goal. This approach seeks to understand context of competencies of English pre service teachers to enhance students' achievement in English. Thus a qualitative methodology provides valuable lens to gain insights into the multifaceted nature of effective teaching practices. Moreover, this study will explore the interplay between these competencies that can create a harmonious and enriching educational experience for students, promoting deeper grasp of the English language. The outcomes of this investigation have major consequences for teacher preparation programs. Pre service teachers will be better to accommodate the students' wide range of demands and achieve greater results in language learning if these competencies are included into their training. As a result of this study's findings, the teaching methods will be improved for the benefit of students learning English language. It will illuminate the essential qualities and pedagogical strategies that will foster productive learning environments in English language classrooms. Effective language education requires wide range of competencies, including not just a command of the target language but also of its pedagogical content, classroom management, student differentiation, technological integration, and cultural awareness. By adopting these competencies, pre service teachers will help students to develop language proficiency that will serve them well in school and beyond.

Learned Helplessness of Secondary-School Students Learning English During Covid-19 Distance Education: a Research Report

Objectives of the research: This article presents a diagnosis of the learned helplessness experienced by secondary-school students learning English remotely during the 2021 lockdown due to the COVID-19 pandemic. The objectives are to (1) show the level of learned helplessness of secondary-school students learning English, (2) investigate the relationship between foreign language learning strategies and the learned helplessness of secondary-school students, and (3) determine the relationship between the level of learned helplessness and the use of private tutoring by secondary-school students.
 Research methods: The study was conducted via a written diagnostic survey. It also employed the School Helplessness Scale by B. Ciżkowicz (2009) and the Strategy Inventory for Language Learning (SILL) by R. Oxford (1990).
 A short description of the context of the issue: The aim of the text is to answer the following research questions: What is the level of learned helplessness of secondary-school students? Is there a relationship between foreign language learning strategies and the learned helplessness of secondary-school students? Does the use of private tutoring differentiate the level of learned helplessness of secondary-school students?
 Research findings: The results demonstrate a significant negative correlation between learned helplessness and the use of memory, cognitive, metacognitive, affective, and social strategies. The average score of learned helplessness was 2.54, which indicates that the respondents usually felt the symptoms of it. An analysis of the results for the three deficits revealed that the motivational deficit made the greatest contribution to learned helplessness. The students who had hired a private tutor in English had a lower level of learned helplessness and cognitive deficit.
 Conclusions and/or recommendations: The research findings lead to several recommendations for educational practice in the context of foreign language learning: using new, effective pedagogical approaches to keep learners motivated—including elements of strategy training or social and emotional learning (SEL)—arranging remedial teaching, and promoting teachers’ professional development.

Strategies Used by High, Medium and Low Achieving EFL Students in Learning English

As an international language whose role and use are dominant in various aspects in this era of globalization, English is suitable to be used as the main provision for students to support their academics and careers. Therefore, it is very important to analyse the English learning Strategies applied by students so that learning has appropriate results. The Objectives of this research are to describe the types of English learning strategies used by high, medium, and low achieving students at Dehasen University Bengkulu, and to find out whether there are any differences in the use of English learning strategies among three groups. This was descriptive research. The population consisted of the students from two departments, namely physical education and Early Childhood Education year 2022-2023 were 159 students reported as students of the high (got A score), medium (got B score), and low achiever group (got C/D score). Purposive sampling technique was used. Purposive sampling technique was used. The instruments were students’ scores of English mastery and SILL questionnaire. Data were analysed by descriptive statistics by using SPSS 16 as well as in finding out the differences use of six categories of English learning strategies among the three groups. The results were as follows. All types of English learning strategies (memory, cognitive, compensation, metacognitive, affective, and social strategies) were used by all groups in the “moderate” category that were in the range 2.5 to 3.4. Metacognitive strategy was the strategy with the highest rank of use, whether for high which has a 3.37 mean score or medium achiever groups which has a 3.40 mean score. Meanwhile, memory strategy was the strategy with the highest rank of use for the low achiever group which has a 3.26. Furthermore, there were no differences in the use of English learning strategies among all groups, as can be seen from the result of two-way ANOVA data analysis

The Performance of Primary School Students in English Learning in the Online Teaching Mode

Since around 2000, many online courses have appeared on the market. Depending on the needs and groups of people attending the class, there are many ways to take the course. Among all the class groups, this article focuses on analyzing the behavior of elementary school students in English lessons. By interviewing the parents of seven ordinary Chinese primary school students and the teachers of the online courses, this article hopes to further reveal the learning behavior of primary school students in ordinary families and the expectations of parents for the curriculum. Online English classes for elementary school students have unexpected demands on the learning atmosphere in the classroom, and in the primary school classroom, the interaction between teachers and students is particularly important.

Analisis Kesulitan Belajar Bahasa Inggris Siswa Di Kelas XI TKJ SMK N 1 BANGLI

This study investigates the challenges faced by vocational high school students in learning English, focusing on Class XI Computer and Network Engineering in SMK Negeri 1 Bangli. Drawing on the insights of education and linguistic experts, the research identifies key factors such as non-native English status, motivation issues, and limited vocabulary mastery that contribute to the difficulties encountered by students. Findings from interviews, questionnaires, observations, and academic performance analysis highlight the need for tailored teaching approaches, relevant materials, and motivational strategies to enhance English language learning. The study emphasizes the importance of active student engagement and ongoing evaluation of teaching methods, aiming to create a supportive learning environment and improve overall learning outcomes in English for vocational high school students.

Psychological Challenges Experienced by EFL Students in Learning English

This study aimed to look into the psychological challenges EFL students faced while learning English and the strategies they used. This research was conducted using a quantitative descriptive research design with a questionnaire as the instrument. The respondents of this research were 75 students from one of the public junior high schools in Kota Jambi. The data obtained were analyzed using statistics and descriptive methods. Students face three psychological challenges: self-belief, motivation, and Anxiety. For the learning strategy, there were eight indicators of the learning strategy that students used in learning English; 6 of them were the learning strategy that they used, such as cognitive strategies (underlining and memorizing) and behavioral strategies (test-taking, help-seeking, homework management, and note-taking skills).