Language Learning Research Articles

The Impact of Artificial Intelligence on College Students' Foreign Language Writing Ability

With the rapid development and popularisation of AI technology, AI tools are gradually and frequently used in students' learning processes. In the field of college students' foreign language learning, especially in the field of writing, the assistance that AI can give is particularly significant. Foreign language writing as language output and language learners comprehensive knowledge literacy, social interaction, psychological identity, cultural understanding and other aspects of the complexity of the integrated embodiment. Therefore, the use of artificial intelligence to assist college students in writing foreign languages has aroused discussion and attention. Focusing on the field of college students' foreign language writing ability and teaching, the purpose of this paper is to review the research on Artificial Intelligence (Chat GPT) assisted foreign language writing ability of college students and explore the opportunities and challenges of this technology. Writing is an indispensable ability for foreign language learners, and this study is of great significance for college students as a key group of people who drive the development of society. This paper will use literature analysis to understand the application of artificial intelligence in college students' foreign language writing, focusing on the advantages and disadvantages of the use of this technology. Finally, corresponding conclusions will be drawn based on the results of the study.

The Effect of Discussion Activities on The Development of Students' Fluency

The article investigates the role and application of discussions in the development of speaking skills, which is one of the important language skills. It is emphasized that the successful application of discussion activities leads to the development of many qualities in language learners, such as critical thinking, the ability to express ideas clearly, self-confidence, fluency in speech. The article also studies the features and types, benefits and limitations of discussion activities. The idea that the role of the teacher is important for the success of the discussions is also confirmed.

An exploration of CFL learners’ metaphor use in second language writing: Effects of genre and topic

This article investigates the effects of genre and topic on the metaphors used by Chinese as a foreign language (CFL) learners’ writing. Using Conceptual Metaphor Theory as the theoretical framework, our study analyzed 900 essays, which include three genres (argumentative essays, narrative essays, and letter writing) and six topics, extracted from the HSK Dynamic Essay Corpus. The results show that both genre and topic influence the use of metaphors by CFL learners, but their effects manifest in different ways. Genre influences the frequency of metaphor due to differences in pragmatic purposes. Specifically, we found that argumentative essays and narrative essays exhibit a notably higher frequency of metaphor use than letter writing. Argumentative essays have a higher frequency than narrative essays. Topic not only affects the frequency of metaphor use but also influences the selection and frequency of classic source domains. Additionally, differences in metaphor frequency across topics are more pronounced in genres with higher metaphor frequency (argumentative essays and narrative essays) and insignificant in a genre with the lowest metaphor frequency (letter writing). Our findings contribute to the further development of conceptual metaphor theory, as well as to the teaching of genre and metaphor in Chinese L2 writing.

Introduction of English-Speaking Observation Method and Process

The evaluation and monitoring of English speaking skills has gained great prominence in today’s world which has been globalized to such an extent that English is used both at the academic and occupational level. This research paper attempts to shed light on the strategies and the practices of the assessment of spoken English ability in different settings. After a literature review, original research, and case studies, we discuss the available methodologies for the observation, their efficacy, and what can be done, if anything, to enhance them. The results of this study suggest that the best way to assess speaking ability is to use both quantitative and qualitative measuring components. Research literature and practice dealing with the traditional interviews, computer based testing (CBT), e-assessments, and recent developments in the area of peer assessments are considered. The paper discusses the concerns of instructors and evaluators, such as those related to issues of reliability and validity and on the other hand, practicality. Ethnocultural aspects, as well as non verbal aspects of speaking, and even more, enhancing speaking with artificial intelligence are discussed as well. These days, new technologies facilitate solving many problems. However, these findings imply that considering all the human aspects of communication is also very important. The paper concludes with practical recommendations for teachers, researchers, and language testers that relate to improvement of techniques of performance observation and to the enhancement of English language teaching and learning in the changing world.

Towards mastery and performance: The stakes for the University of Ghana language learner

Towards mastery and performance: The stakes for the University of Ghana language learner

The Challenges of Teachers Using Digital Games for Game-based Learning in Primary, Middle and High schools

Using digital games for game-based learning provides great potential for language learning. However, game-based learning differs from gamification, which teachers may be more familiar with, and it presents numerous conceptual and technical challenges to current front-line teachers, who are considered essential for the success of any technology integration project in schools. It is undeniable that the implementation and effectiveness of game-based learning significantly relies on the willingness of classroom teachers to embrace it. Therefore, this article explores front-line teachers understanding and attitudes toward using digital games for game-based learning and its application in teaching. 4 front-line teachers from the primary, middle and high school levels in China participated in this qualitative study. Data for the study were gathered through semi-structured interviews and subsequently analyzed using thematic and content analysis. According to the findings of the study, the participating teachers showed negative attitudes towards using digital games for language learning purposes, and almost all participants had difficulty distinguishing between game-based learning and gamification; In addition, all participating teachers showed their limited ability in using game-based learning strategies as educational support in teaching. This research aims to enhance the understanding of English teachers perceptions and attitudes toward using digital games for game-based learning in the Chinese context, potentially leading to constructive recommendations for educational authorities. Moreover, relevant teaching resources, including teacher training programs, can be further tailored to meet the specific needs of educators.

GENERAL AND LANGUAGE LEARNING SELF-EFFICACY BELIEFS OF GERMAN AND ENGLISH FOREIGN LANGUAGE LEARNERS

The process of learning a foreign language is complex and various internal and external factors have an impact on students’ academic success in the foreign language classroom. In the context of foreign language learning self-efficacy is defined as a person's perception of competence, rather than the actual level of competence, since confidence plays a fundamental role in foreign language learning.A student with a high level of self-efficacy tends to put more work into their studying, has higher levels of confidence and optimism when setbacks are encountered, and is more capable of addressing challenges, leading to an overall enhancement of their participation in learning.The present study aims to highlight the relationship between foreign language learning (German and English) and self-efficacy among undergraduate students of nursing, physiotherapy, midwifery, radiologic technology, and sanitary engineering of the Faculty of Health Studies, University of Mostar and establish if there are any differences in the way German and English learners perceive their general and foreign language self-efficacy. The study includes 53 undergraduate students studying at one of five majors and the Faculty of Health Studies in Mostar. Two scales were used in the study, the final version of the German Learning Self-Efficacy Belief Scale and the General Self-Efficacy Scale. The results reveal that the participants do not differ significantly on the levels for general and foreign language learning self-efficacy.Students of the Faculty of Health Studies have moderate levels of general and foreign language learning self-efficacy. These findings indicate that students regardless of the foreign language they study need to foster their abilities and perceptions in foreign language learning. Keywords: self efficacy, foreign language learning, German, English

Responding to the needs of refugee learners in schools in Wales during the pandemic

ABSTRACT This research investigated how schools and staff in Wales were able to respond to the needs of refugee learners and their families during COVID-19 school lockdowns. Interviews were conducted with a purposive sample (n = 12) of educators working with refugee learners in primary and secondary schools across Wales, including headteachers, class teachers, English as an Additional Language (EAL) specialists, and bilingual teaching assistants. The findings suggest that most refugee learners were able to take advantage of alternative teaching arrangements for vulnerable learners during these periods and were supported to develop digital skills and use online resources. Refugee families were, however, at increased risk of social isolation, and often had fewer resources to facilitate home schooling. Staff requested specific training and improved communication links to more fully understand the cultural backgrounds and additional needs of refugee learners. Schools also need a coherent strategy and budget allocation to provide adequate support for on-going language learning and acquisition of basic skills, which might include the development of alternative curricula and qualifications for refugee learners, where appropriate.

Pelatihan Mendongeng Untuk Peningkatan Kualitas Pengajaran Bahasa Indonesia Bagi Guru SD di Kabupaten Soppeng

This activity aims to enhance the storytelling skills of Indonesian language teachers at the elementary school level in Soppeng through a structured approach that focuses on the real needs of educators. The program is implemented in four essential stages: first, a training needs analysis is conducted to identify the challenges and opportunities faced by teachers in implementing storytelling techniques; second, the development of relevant and engaging training materials tailored to the characteristics of students and the learning context in elementary schools; third, the execution of training that includes both theoretical and practical sessions, providing opportunities for teachers to practice and directly apply storytelling techniques; and lastly, an evaluation of the activities to assess the effectiveness of the training and to establish steps for future improvements. The results of the evaluations conducted during and after the training implementation indicate a significant increase in the understanding and storytelling skills of the teachers. Through this enhancement, the teachers are not only able to tell stories more engagingly but also integrate storytelling techniques into the Indonesian language learning process in the classroom. Improved storytelling skills are expected to stimulate students' reading interest and literacy, as well as create a more interactive and enjoyable learning experience. Consequently, this activity not only provides a positive impact on the professional development of teachers but also contributes to the growth of more innovative and effective Indonesian language education at the elementary school level. Further research is still needed to explore the long-term impacts of this training and how storytelling techniques can be further optimized within the educational context. Keywords: storytelling, Indonesian language teaching, training.

Impacts of digital applications on emergent multilinguals’ language learning experiences: the case of Duolingo

Impacts of digital applications on emergent multilinguals’ language learning experiences: the case of Duolingo

Integration of Information Technology Systems in English Learning Management

This study explores the integration of technology in English language learning among junior high school students. By utilizing various digital technologies, the study highlights the significant benefits of using technology, in terms of English language learning materials and better collaboration. However, the study also identifies challenges faced, such as the digital divide, lack of teacher training, and the need to balance digital interactions with face-to-face learning. Key findings suggest that while technology can significantly assist in English language learning, a comprehensive approach is needed to address these challenges and create an effective educational environment. The study provides insights into the importance of digital literacy, ongoing teacher training, and the need for technology integration in English language teaching.

Introduction Strategies for English Extracurricular Masterpieces

Comprehension Passages: A Guide for English Teachers provides a comprehensive overview of strategies and methodologies to enhance reading comprehension among English language learners. It begins by emphasising the crucial role of reading comprehension in language learning and identifying the common challenges students face while dealing with comprehension passages. The article outlines the cognitive processes involved in reading comprehension, including the decoding of text and the integration of new information with existing knowledge, and discusses the common obstacles students encounter. Key teaching strategies for reading comprehension are explored in detail. These include pre - reading strategies that activate prior knowledge and set purposes for reading, during - reading strategies that maintain engagement and foster understanding, and post - reading strategies that reinforce learning and evaluate comprehension. The integration of technology and multimedia in reading lessons is highlighted, emphasising the use of digital tools and interactive content to cater to diverse learning styles and preferences. Additionally, the article discusses the importance of adapting teaching methods to accommodate various learners, underscoring the need for understanding different learning styles in the context of reading comprehension. It also delves into the role of assessment and feedback in reading education, outlining effective methods for assessing reading comprehension skills and providing constructive feedback to improve student performance. Overall, the article serves as a practical guide for English teachers, offering insights and strategies to effectively navigate the complexities of teaching reading comprehension. It aims to equip educators with the tools necessary to enhance their students' reading skills, thereby fostering a deeper understanding and appreciation of the written word.

Reimagining English Learning: Technology in Material Design for Secondary Education

As classrooms move towards a digital landscape, a key factor for successful English language education is to create and apply new experience in teaching materials. This study investigates the impact of technology integration on English teaching material design in secondary education, unveiling the significant role of teachers' pedagogical expertise. Qualitative data, derived from semi-structured interviews, field notes, and teaching documents, were collected and analyzed, revealing that technology, when guided by pedagogical principles like Activity Theory, TBLT, Constructivism and Cognitive Load Theory, can enhance student engagement and language learning. The findings also suggest teachers’ evolving roles, from instructors to facilitators and tech integrators, significantly transform the classroom dynamics. The study highlights the need for robust supporting systems, including professional development and infrastructure, which can ensure effective tech integration. It concludes that with the right support and pedagogical understanding, technology can navigate English education into a more dynamic and student-centered experience.

Longitudinal Examination of Foreign Language Enjoyment and Academic Self-efficacy: Latent Growth Modeling

This study examines the developmental trajectories of foreign language enjoyment (FLE) and academic self-efficacy (ASE), and their interaction across four times points among 78 foreign language learners. The results indicate that: FLE and ASE significantly increased over time. Higher initial level of FLE was associated with a slower rate of increase, both showing significant individual variations. The later development of ASE was not affected by its changing rate, but both manifested significant individual variations. FLE and ASE positively predicated each other in the initial two stages, but this effect did not persist into the later stage. The findings contribute to promote a dynamic turn in emotion and efficacy research and offer insights for foreign language teaching.

Research on Computer-Assisted Task-Based Instruction in College English Writing Teaching

In the digital era, the application of Computer-Assisted Language Learning (CALL) in the field of foreign language teaching has been explored by many researchers. In addition, Task-based instruction (TBI) is also a widely accepted method in language teaching, which requires language learners to complete a series of meaningful tasks to improve their language abilities. In this research, I will combine the CALL and TBI teaching method, drawing on the advantages of both methods, aiming to enhance students' writing skills and studying interest by introducing technological means. This paper also explores the effectiveness of the application of a combination of CALL and TBI in improving college English writing teaching.

Innovative Approaches in English Learning: AI Smart Chatbots As A Model

The current study aims to highlight the role of “artificial intelligence-based conversational bots for learning English” as an innovative tool that provides advanced educational solutions, providing an effective and free learning opportunity for all students at all educational levels. It is also discussed how to benefit from the capabilities of chatbots, including learning about some text and voice chat programmes designed in artificial intelligence applications for learners of English as a second language. These bots have reached a degree of professionalism, as they have transcended imagination and entered the fields of creative vision, self-learning, and greatly simulating the human mind. The current study followed the descriptive method in collecting, classifying, and analyzing information by studying literature and previous scientific research related to artificial intelligence technology and its applications. The results of this study were: AI English language learning applications and chatbots offer numerous benefits, including personalized learning, voice recognition, and writing and reading skills development. They provide instant feedback on grammar and writing style, offer flexibility in accessing resources, and enable students to apply English knowledge in real-life contexts.

Effectiveness of Chatbots in Improving Language Learning: A Meta‐Analysis of Comparative Studies

Effectiveness of Chatbots in Improving Language Learning: A Meta‐Analysis of Comparative Studies

Gamification and Language Learning to Enhance Cognition in Older Adults: A Systematic Literature Review.

In this systematic review, we explored the literature on both online gamification and language learning in older adults aged 50 and older. Studies describing either digital gamified cognitive training or language learning interventions and include objective outcomes relating to the cognition of the participants were highlighted as suitable to be included as part of the review. In accordance with the established studies, we analyzed the aim and outcomes of the two separate types of interventions, the study design used, the modalities utilized for the respective interventions, as well as the cognitive outcomes obtained. A focus on the Asian context is included to better understand the effects of such interventions on Asian older adults. Mixed findings have been noted in both online gamified and language learning trainings, especially for language learning. However, results lean toward improvements in the cognitive abilities of older adults following gamified interventions, especially gamified cognitive trainings.

Transformation of Student Motivation Through the Use of Quizizz in Language Learning: A Longitudinal Approach in Secondary Education

This study aims to explore the transformation of student motivation in language learning through the use of the Quizizz gamification platform with a longitudinal approach. Quizizz was chosen because of its gamification elements that can increase student engagement and motivation to learn. A quantitative approach with an experimental design was used to measure changes in students' motivation in the experimental group using Quizizz and the control group using conventional learning methods. A total of 60 high school students participated in the study, with motivation measurements taken at the beginning, middle, and end of the semester. The results showed that the use of Quizizz significantly increased student motivation in the long term compared to conventional methods, with a steady increase at each measurement point. Further analysis showed a positive correlation between gamification elements in Quizizz, such as points and leaderboards, and students' intrinsic motivation. All research hypotheses were accepted, which confirms that Quizizz is not only effective in increasing students' motivation to learn but also maintaining their enthusiasm for learning the language. This research makes an important contribution to the use of digital platforms in education, as well as supporting the implementation of the Independent Curriculum that encourages flexibility and a student-centered learning approach. Quizizz as a gamification platform can be an effective tool in language learning at the secondary education level, potentially increasing student motivation on an ongoing basis.

Improving Web Readability Using Video Content: A Relevance-Based Approach

With the increasing integration of multimedia elements into webpages, videos have emerged as a popular medium for enhancing user engagement and knowledge retention. However, irrelevant or poorly placed videos can hinder readability and distract users from the core content of a webpage. This paper proposes a novel approach leveraging natural language processing (NLP) techniques to assess the relevance of video content on educational websites, thereby enhancing readability and user engagement. By using a cosine similarity-based relevance scoring method, we measured the alignment between video transcripts and webpage text, aiming to improve the user’s comprehension of complex topics presented on educational platforms. Our results demonstrated a strong correlation between automated relevance scores and user ratings, with an improvement of over 35% in relevance alignment. The methodology was evaluated across 50 educational websites representing diverse subjects, including science, mathematics, and language learning. We conducted a two-phase evaluation process: an automated scoring phase using cosine similarity, followed by a user study with 100 participants who rated the relevance of videos to webpage content. The findings support the significance of integrating NLP-driven video relevance assessments for enhanced readability on educational websites, highlighting the potential for broader applications in e-learning.