Language Learning In Education Research Articles

Using Smartphones for English Speaking Skill Development from the Omani EFL Learners' Perspectives

The widespread use of hand-held devices, including smartphones, has been invested in language learning education around the world. This study intends to inspect Omani EFL learners' perspectives on using smartphones to develop their speaking skills. To answer the research questions, the researchers used a 5-point Likert questionnaire to collect data from 259 Omani EFL students from the English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences (UTAS) in Salalah, Sultanate of Oman. Findings showed positive beliefs about using smartphones. The participants stated that they sometimes use smartphones for oral skills. In the study, a significant difference between female and male students in terms of perceptions towards smartphones was evident, in addition to a positive correlation between the students' levels of study, perceptions, and uses of smartphones. In light of the results, the study provides invaluable recommendations and pedagogical implications for students, teachers, and syllabi designers.

ICT integration into English language teaching-learning: Insights from some private higher education institutions

The integration of technology within language classrooms is a pivotal facet of modern education. Due to this, this study aims to investigate the English lecturers’ views about the use of educational technology in English language classrooms and the English teachers’ implementation strategies about ICT integration into ELE programs in higher education. The study employs a qualitative research approach to facilitate an in-depth exploration and elucidation of its findings. The participants under scrutiny consisted of English lecturers affiliated with English language education study programs situated within private universities located in the West Nusa Tenggara region. The selection of participants was facilitated through the utilization of a convenient sampling method, which was deemed appropriate for the purposes of data collection in this study. In total, the study encompassed the involvement of 25 participants, and it is noteworthy to mention that the composition of this participant pool exhibited certain demographic characteristics. This study used semi-structured interview guidelines as the research instruments. The data analysis process encompassed several key stages, including data condensation, data display, and drawing conclusions. The research findings highlight a diverse landscape of ICT integration among English lecturers in private universities in West Nusa Tenggara, Indonesia. While some educators demonstrate a propensity for innovative and multifaceted technology integration, others exhibit more conventional and hardware-focused approaches. It can be concluded that English lecturers have views about the technology use that should be optimized in the ICT integration within English language education programs.

Personalized Learning Path Recommendation Algorithm for English Listening Learning

A personalized learning path recommendation algorithm for English listening learning leverages data on users' proficiency levels, learning preferences, and past performance to suggest tailored learning paths. By incorporating natural language processing (NLP) techniques, the algorithm can analyze audio content, transcripts, and user interactions to assess comprehension and identify areas for improvement. It then recommends a sequence of listening exercises, podcasts, audiobooks, or other resources matched to the user's skill level and interests. This paper introduces the Ranked Path Recommendation (RPR) algorithm, designed to facilitate personalized English listening learning. Leveraging data analytics and machine learning techniques, the RPR algorithm aims to provide tailored recommendations of listening materials based on individual learners' preferences, proficiency levels, and learning objectives. Through a series of experiments and analyses, the effectiveness of the algorithm is evaluated, considering factors such as recommendation accuracy, learner satisfaction, and adaptability. Results demonstrate the algorithm's ability to curate diverse and relevant listening materials, enhancing learner engagement and comprehension. However, challenges such as algorithmic biases and the need for ongoing refinement are acknowledged. Ultimately, the RPR algorithm represents a promising approach to adaptive learning in language education, contributing to the advancement of personalized and effective language learning experiences. Results demonstrate that the RPR algorithm achieved recommendation accuracy ranging from 85% to 92% across ten different scenarios, with corresponding learner satisfaction ratings ranging from 6.9 to 8.8 on a scale of 1 to 10. Learner feedback indicates that recommended materials were perceived as relevant, engaging, and diverse, contributing to enhanced comprehension and motivation.

Learner Experiences of Mobile Apps and Artificial Intelligence to Support Additional Language Learning in Education

This study examines learners’ experiences and the use of language learning applications (“apps”) as a primary source of second or additional language learning (“L2”) instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps.

Promoting Character Education Through Genre-Based Language Learning: A Digital Reading Box in the Spotlight

During the COVID-19 pandemic, the learning paradigm in the Industrial Revolution 4.0 era began, requiring students and teachers to carry out an electronic-interned learning process. Reading skills, as an entryway for learning language and other subjects, have become a strategic step that can increase learning 4.0 in terms of cognitive (literacy and numeracy) or non-cognitive (character) components. There have been teaching resources, particularly in the genre of language texts. However, it is still usually in the form of printed books or e-books that do not focus on character education. Consequently, the researchers developed "Literasiku 1", a Digital Reading Box that includes the AIR flow in tasks and activities that show different types of text genres: descriptive, procedural, fantasy, and inspirational stories mixed with fascinating pictures and video illustrations. The research findings can help teachers apply character education in language learning based on the six components of the Pancasila student profile. Furthermore, this product can provide students with information on digital literacy relevant to their needs, as evidenced by the development of texts close to the natural environment or tangible things.

Innovative activities to develop listening skills in the English Language Teaching-Learning Process

The present study focuses on exploring innovative strategies to enhance listening skills in the English language teaching-learning process. A mixed research approach is employed, combining quantitative and qualitative methods through the observation of the implementation of innovative activities in the classroom to assess their effectiveness and the associated challenges in their application. Furthermore, emphasis is placed on the importance of a student-centered approach and the use of educational technology to enrich learning through innovative practices aimed at strengthening listening skills in the acquisition of a new language.

Video-Based Learning in Language Education: Student Experiences and Teacher Perspectives

This study probed into the impact of Video-Based Learning (VBL) on students' language learning experiences, uncovering five main themes: Positive Influence of VBL, Utility, Timeliness and Relevance, Clarity and Ease of Understanding, and Drawbacks of VBL. The research highlighted the positive outcomes of incorporating videos, aligning with previous studies that emphasized the enriching effects of visual content. Students' feedback emphasized the favorable influence of VBL on language acquisition, citing increased engagement, exposure to diverse cultures, and adaptable learning. Conversely, challenges included technical issues and potential misinterpretations due to contextual disparities. Teachers recognized VBL as a tool that enhanced engagement, fostered technological literacy, and accommodated various learning styles. Despite its advantages, challenges such as dependence on electricity were acknowledged, prompting exploration of alternative solutions for continuous integration into language education.

Synergizing language learning: SmallTalk AI In industry 4.0 and Education 4.0.

As Industry 4.0 debuted roughly a decade ago, it is now necessary to examine how it affects various aspects of the discipline. It is the responsibility of the education sector to guarantee that the next generation is equipped mentally, physically, and cognitively to face unforeseen challenges. Numerous educational institutions are outfitted with Industry 4.0 technology-based learning. Industry 4.0 fosters advancements in learning methodologies, especially for language enhancements. Learners may gain knowledge at their base, providing them an opportunity for independent study. The majority of subjects have been acquired through Industry 4.0. This research chapter explores the intersection of Industry 4.0 and education, specifically focusing on the SmallTalk AI tool. It investigates how technological and digital innovations within the context of Industry 4.0 can serve as powerful tools to enhance language learning outcomes. This article presents a comprehensive analysis of statistical data and empirical evidence to support the positive impact of Industry 4.0 technology of SmallTalk on language acquisition particularly speaking. The study also determines the relationship among participants' usage through the technology acceptance model (TAM). Furthermore, it examines the challenges and opportunities associated with integrating these innovations into language learning pedagogies, offering insights for educators and policymakers to harness the potential of Industry 4.0 in fostering language proficiency. The research employs quantitative analysis. The data obtained from educational institutions has been analyzed using the SPSS and AMOS software. The results indicate that Industry 4.0 has had an important effect on English language acquisition. This self-supported adaptable system of education facilitates effective student learning. This study also suggests that future research into the utility of Industry 4.0 be conducted elsewhere internationally.

Didactic Interventions: The Voices of Adult Migrants on Second Language Teaching and Learning in a Rural Area in Chile

Research in Chile, regarding language teaching and learning, has focused on Spanish as a first language (L1). However, due to the growing influx and settlement of non-Spanish-speaking adult migrants, the significance of investigating language education within a second-language (L2)-context has surged. Accordingly, the objective of this study is to examine the implementation of a Spanish language teaching–learning program as an L2 from the learners’ perspectives. The ultimate objective is to contribute to the advancement of knowledge in this field within the national framework. This qualitative, descriptive/interpretive study involves 10 adult Haitian migrants who do not speak Spanish and live in a rural area. These participants possess varying educational backgrounds and are situated within a vulnerable context. In pursuit of the objective, two focus groups were convened. The outcomes underscore the pressing need for comprehensive macro-level development, at the governmental level, to address the inclusion of migrants. This entails equipping educators with linguistic proficiency and theoretical and pedagogical expertise for instructing an L2 program. Furthermore, the inclusion of linguistic mediators, a judicious use of the learners’ L1 as a pedagogical resource, and the implementation of strategies that cater to individual needs contribute to a more effective and inclusive teaching–learning experience.

Understanding the Work of Professional Learning Communities for English Language Learner Teachers: Possibilities and Limitations From Two Urban High Schools

The collaboration and learning of high school English language learner (ELL) teachers is an overlooked aspect of policy and research regarding the opportunities and outcomes of emergent bilingual (EB) students. In order to better understand the work of ELL teachers, this study examined their participation in an important setting: the professional learning community (PLC), a space with potential for promoting more equitable student outcomes. Analysis of ELL teachers’ participation in PLCs at two urban high schools, and the topics addressed in PLC meetings, provides implications for teacher and student learning, and reinforces the significance of ELL teacher expertise.

Attention deficit hyperactivity disorder and English Language teaching and learning

Attention deficit hyperactivity disorder (ADHD) is one of the frequent neurodevelopmental disorders detected in childhood due to learning difficulties; Faced with this reality, this project focuses on (ADHD) within the English Language Teaching-Learning Process in the rural area of the Latacunga Educational Unit with the contribution of the teacher in charge and young people who have been diagnosed with (ADHD). The objective of which was to obtain the perspective of the teacher in charge of the English subject and students to classify the different difficulties they face in the teaching-learning process, using as a data collection technique; bibliographic search, quantitative method and questionnaires. It is concluded that being a teacher of students with said disorder entails a great job where the main challenge is patience to teach since many times students tend to have moments of hyperactivity where their attention is null towards the teacher, so the teacher You must implement activities where you capture all the attention of the student and be able to achieve effective learning where the quantitative methodology helped to collect information through standardized questions that managed to measure the difficulty of teachers to deal with students (ADHD) showing that constant capacity is necessary of teachers to develop the learning process of the English language.

Discourse Analysis Applied in Audiovisual Tran slation

The importance of Discourse Analysis can be seen from different perspectives. Each one contemplates distinct benefits related to applied linguistics, both for the teaching-learning of languages and for translation and interpreting, but also as a human. For this reason, in the context of the Bachelor's Degree in Languages at the Universidad Juárez Autónoma de Tabasco, in which training for teaching and translation and interpretation is provided, we intend to emphasize the importance of Discourse Analysis for a Language Graduate, especially when practicing Audiovisual Translation. This work aims to identify different aspects of a real and spontaneous conversation to analyze several of the characteristics of oral discourse that are implicit in a dialogue and that can cause complications when transmitting the oral message in written form in the subtitling of audiovisual products.

THE INFLUENCE OF TASK-BASED LANGUAGE TEACHING (TBLT) ON ENGLISH LANGUAGE LEARNING OUTCOMES OF FOURTH GRADE STUDENTS IN SD NEGERI 201 PALEMBANG

This research aims to evaluate the impact of implementing the Task-Based Language Teaching (TBLT) model on the achievement of English language learning for grade IV students at SD Negeri 201 Palembang. The background to this research arises from the tendency for the learning process to be teacher-centered (one way or conventional), causing low student interest and resulting in unsatisfactory learning outcomes in class IV SD Negeri 201 Palembang. The research method used is quantitative with Quasi Experimental Design and Non-equivalent Control Group Design. Sampling was carried out using a total sampling technique on 35 class IV students at SD Negeri 201 Palembang. The results of the t-test (Independent Sample t-test) show a significance value (2-tailed) of 0.001 < 0.005, so Ha is accepted and Ho is rejected. The conclusion that can be drawn is that the application of the Task-Based Language Teaching learning model has a significant effect on the English learning outcomes of class IV students at SD Negeri 201 Palembang.

Study of images in French as a foreign language class: Between fixed image and moving image

We were interested in the image. The latter, visual and figurative representation, has always been part of the means used in the teaching-learning of languages, we note that this support is always present in the language class, because in addition to its aspect of humor, the image is capable of explaining the linguistic code, by referring to another code. Thus, the image as a teaching aid could also have a considerable impact on the comprehension of writing among learners in the 7th and 8th years of basic education. This article is particularly interested in the teachers responsible for the information and communication technology course and the designers of programs and manuals. The main objective of the article is to give attention to this support likely to facilitate the teaching/learning of the French language. It first presents two types of images: a still image medium, namely a comic strip and an animated image medium, namely a video extract and scriptural and intercultural skills and Then, he focuses on to descriptive data taken from questionnaires intended for students concerning these aforementioned skills. The article also examines the relationships between the use of images in the teaching-learning process and the two skills.

Language Learning and Teaching in Digital Environment

The impetus for this conceptual article was derived from the panel discussion on “Language Learning and Teaching in Digital Environment” in the 27th NELTA International Conference 2023 and the authors’ reflections on their experiences as teachers and teacher educators in Indonesia, particularly after the unprecedented lock-down. The recent school closure has off ered lessons learned on the need for digital pedagogy and led to the new awareness of the challenges and opportunities in the inevitable digital environment. This article discusses some of the major contextual changes and the future directions of digital pedagogy for language learning.

POTENTIAL AND EFFECTIVENESS OF DISTANCE TEACHING A FOREIGN LANGUAGE

The subject of the article is reflection on the use of e-learning in language education. Based on the opportunities provided by distance learning in language education, a description of an empirical study is given, the main purpose of which was to evaluate the effectiveness and analyze the properties of distance learning in the process of teaching/learning foreign languages. The main goal of the planned study was to evaluate the effectiveness and analyze the properties of distance learning in the glottodidactic process. During the discussion, the conditions and possibilities for introducing e-learning in the context of language education at the academic level were discussed. Our own research was quantitative and qualitative in nature. The effectiveness of distance learning in editing written statements in a foreign language was assessed on the basis of statistical analysis of data obtained as a result of a training experiment. As part of the survey study, observations covered various aspects of distance learning. Based on the above considerations, it is worth emphasizing the need to continue research on the use of e-learning in the glottodidactic process within the framework of various language skills and at various levels of foreign language proficiency. Of course, organizing the process of distance learning, as well as contact learning, requires appropriate actions to individualize learning and, as a result, constant adaptation of the concept of classes conducted in a distance model to the specific educational needs of students, which can lead to a more conscious and effective use of the potential e-learning in language education. The most important results of the study are discussed later in the article.

The Use of Gothic Fiction as a Second Language Teaching-Learning Motivational Input for Adolescents

The Use of Gothic Fiction as a Second Language Teaching-Learning Motivational Input for Adolescents

Analyzing Language Attitude of Javanese and Sundanese Urban Community on English Language Pedagogy, In Indonesia

Language attitude in foreign language pedagogy becomes an interesting discussion, especially in English language teaching learning process. Teachers and learners are the importance of teaching learning process, including the language attitude in the pedagogical process. Due to the importance of the language attitude, this paper sheds to describe the language attitude of English learners from Javanese and Sundanese urban community. Respondents in this research involved were 214 respondents living in Surakarta city, 85 respondents living in Tasikmalaya city. This study seeks to discover how Javanese and Sundanese people use their language in learning English. This research employed a mixed method research design to collect, analyze, and to mix both quantitative and qualitative data in a single study. Researcher used theory in a quantitative study to provide an explanation about the relationship among variables in the study. Thus, it is essential to have grounding in the qualitative study. The results of the study are as follows. There is a different attitude showed by Javanese and Sundanese people, in terms of cognitive, behavioral, and affective aspects of language attitudes towards English. The attitudes of male Javanese people towards English were higher than that of female ones indicating more positive attitudes towards English. On the other hand, the attitudes of male and female Sundanese people towards English were equally low. Notwithstanding, the attitudes of female Sundanese people towards English are slightly higher than male ones.

Renaissance in language teaching and assessment at secondary school in Uzbekistan

The reciprocal relationship between language learning-teaching and testing has laid a remarkable influence of examinations on language education, namely the washback effect as it is referred to in the literature of language testing

Exploring the Role of ChatGPT in Developing Critical Digital Literacies in Language Learning: A Qualitative Study

This qualitative research study aims to investigate the role of ChatGPT in developing critical digital literacies in language learning. As artificial intelligence (AI) technology, including ChatGPT, has become increasingly prevalent in language education, it is crucial to explore how this technology can be utilized to promote critical digital literacies in language learning. Through a series of in-depth interviews with 8 language learners and 3 teachers, this study examines how ChatGPT can enhance language learners' critical thinking skills, digital literacy, and ability to navigate digital environments. The study also explores the challenges and opportunities of integrating ChatGPT into language learning pedagogy, as well as the ethical and social issues related to its use. This research aims to contribute to the advancement of knowledge and understanding of the role of AI in language learning and to promote the development of critical digital literacies among language learners.