Limited Vocabulary Research Articles

Challenges, Benefits, and Motivations in Paraphrasing: Insights from Marine and Fisheries EFL Students

This study explores the challenges, motivations, and benefits of paraphrasing for Marine and Fisheries EFL students, aiming to uncover factors that impact their ability to rephrase academic texts. Using a descriptive qualitative approach, data were collected through field notes and semi-structured interviews with 15 purposively sampled students. The findings reveal that students face significant challenges in paraphrasing due to limited vocabulary, difficulties in sentence restructuring, and low self-confidence. Some students perceive English proficiency as less relevant to their future careers, reducing motivation to enhance their language skills. However, regular paraphrasing practice was found to provide valuable benefits, including vocabulary expansion, improved understanding of sentence structures, and increased confidence in handling technical content. These outcomes underscore the potential of paraphrasing exercises to support academic skill-building and professional readiness in specialized fields. The study suggests the need for targeted pedagogical strategies that emphasize vocabulary development, structural flexibility, and confidence-building. These findings contribute to the understanding of paraphrasing in EFL contexts and offer practical recommendations for enhancing students’ language skills in discipline-specific academic environments.

SPOTIFY APPLICATION AS A MEDIUM TO IMPROVE THE STUDENTS’ LISTENING ABILITY

The advent of digital technology has revolutionized various sectors, including education, by providing automated and sophisticated systems to enhance learning experiences. This study explores the effectiveness of the Spotify application as a medium to improve students' listening abilities in English. Recognizing the significance of listening as one of the four essential language skills, this research addresses the challenge students face in mastering listening due to limited vocabulary and noisy classroom environments. Utilizing a pre-experimental design with a quantitative approach, this study involved pre-test and post-test assessments of two groups: a control class and an experimental class using the Spotify application. The research instrument consisted of written tests, including fill-in and multiple-choice formats, designed to measure students' listening performance. Data collection focused on comparing pre-test and post-test scores to evaluate improvements. The findings revealed a significant enhancement in students' listening abilities after using the Spotify application, with mean scores increasing from 42.89 to 82.42, reflecting a 39.52% improvement. The t-test value further supported these results (5.72 > 2.026). The study concludes that Spotify, with its diverse features such as music discovery, personalized playlists, lyrics integration, and offline access, serves as an effective tool to engage students and improve their listening skills. This method not only addresses the difficulties students face in listening but also motivates them through an enjoyable and interactive learning process.

ENGLISH SPEAKING BARRIERS IN VOCATIONAL EDUCATION: A STUDY OF SMK SPP SNAKMA STUDENTS

The English-speaking skills of students at SMK SPP SNAKMA remain underdeveloped due to specific challenges in using the language within a vocational context. This study explores and analyzes these barriers to understand the underlying factors that hinder effective English communication among vocational students. Employing a qualitative approach, the research gathers data through interviews, observations, and questionnaires to capture students’ perspectives and real-time experiences with English language use. Findings reveal four primary obstacles: limited vocabulary, grammatical difficulties, speaking anxiety, and insufficient practice opportunities. These factors collectively impact students’ confidence and fluency in speaking English, which is critical in vocational settings where practical language skills are increasingly required. The study suggests that a more communicative teaching approach, combined with structured and frequent speaking practice, could significantly address these challenges. By focusing on interactive and supportive teaching methods, educators can create an environment that encourages active language use, helping students overcome barriers and develop essential English-speaking skills for their careers.

Students’ Ability in Reading Narrative Text at The Eleventh Grade of SMAN 1 Masbagik in Academic Year 2023/2024

This study aim to analyze the ability of grade XI students at SMAN 1 Masbagik in reading narrative text. It is descriptive qualitative design. The participants in this study were 19 students from class XI-F7. The data were collected using a reading test and a questionnaire. The data obtained from the reading test were analyzed and calculated to determine the final score and identify the most difficult aspects of reading. Meanwhile, the data from the questionnaire were analyzed by reducing the data, displaying, and drawing conclusions. The results of this study indicate that out of 19 students, only three students scored in the very high category, six students scored high, three students scored medium, four students scored low, and three students scored very low. In addition, making inferences emerged as the most challenging reading aspect. Through an analysis of questionnaire responses, two prominent obstacles were identified: limited vocabulary knowledge and cognitive load. Many students faced difficulties in deciphering individual word meanings, thereby impeding their overall comprehension of texts. This study highlights the imperative for targeted strategies aimed at addressing these challenges to improve reading proficiency and academic achievement among students.

An Analysis of Linguistic Barriers Affecting Street Vendors’ Communication: A Study at Mandalika Special Economic Development Region of West Nusa Tenggara

This study explores the linguistic barriers faced by street vendors in Kuta Mandalika, a popular tourist destination in Indonesia, and their impact on communication, job performance, and customer satisfaction. Utilizing a qualitative case study approach, the research subject is 13 street vendors who has an ability to communicate with foreign customer, the research involved semi-structured interviews and observations of street vendors who interact regularly with international tourists, the data analysis will be conducting thematic analysis to analyze the data. The findings highlight several major challenges, including difficulties in understanding foreign accents, limited English vocabulary, pronunciation issues, and reliance on non-verbal communication. The noisy environment where vendors operate further complicates these communication barriers. These linguistic challenges lead to frequent misunderstandings, incorrect orders, and customer dissatisfaction, significantly affecting the vendors' business performance and customer relations. This research is rarely talked by researcher as in the previous study the researcher is focusing on semantic area but that’s quite too deep to learn by street vendors and an English beginner, this approach will contribute to the overall economic vitality of the Mandalika region, benefiting both vendors and the local community.

Strategies used by Indonesian high school English teachers to improve students' reading comprehension: A qualitative study

Reading comprehension is essential in ESL/EFL teaching, yet many students in Indonesia face difficulties in comprehending English passages. This study aims to investigate the strategies used by English language teachers to address these challenges. The research problem focuses on identifying effective strategies to improve students' reading comprehension skills. A qualitative research method was used, involving semi-structured interviews with four high school English teachers in Indonesia who were purposively selected. Data were collected in January 2024 through interviews conducted at different times and locations. The data were analyzed thematically to identify recurring challenges and effective strategies. The findings revealed that teachers faced significant barriers, such as students' limited vocabulary and difficulties with long texts. To address these issues, teachers used strategies such as selecting passages based on students' interests, using skimming and scanning techniques to quickly identify key ideas and specific information, and using mind mapping to help students organize and understand complex information. In conclusion, the study highlighted the importance of adaptive teaching methods in overcoming reading comprehension challenges. The suggested strategies - interest-based texts, skimming, scanning and mind mapping - were found to be effective in improving students' reading skills. Further research is recommended to investigate the long-term effects of these strategies and to develop additional methods for improving reading comprehension.

Application of AI in Turkish Sign Language Translation: A Case Study of its Use and Purpose

In Turkey, around 3 million people have hearing impairments, and the shift to digital platforms during the pandemic has worsened accessibility challenges as websites and apps often ignore their needs. Research shows that 50% of hearing-impaired individuals struggle to understand written text due to Turkish Sign Language being their first language, with Turkish serving as a second language. Differences in grammar between Turkish and Turkish Sign Language, along with a limited sign language vocabulary, further hinder comprehension. To solve this, we developed AI-powered sign language translation systems that allow people who are deaf or hard of hearing to access digital content in Turkish Sign Language. SignForDeaf's system translates text into sign language videos using Natural Language Processing (NLP) and generates seamless videos with smooth word transitions. Currently, this system supports Turkish Sign Language, with future plans to include other languages like Arabic, American, British, and Finnish Sign Language. The system was designed in collaboration with sign language experts to ensure accuracy and an inclusive development of a digital environment.

Analysis of Problems and Strategies in College French Writing

This article mainly discusses the problems existing in College French writing and the corresponding strategies. Writing is an important skill that students must master, but there are three main problems in College French teaching: limited vocabulary leading to frequent pragmatic errors; significant negative transfer from native language; and difficulties in closely adhering to the essay topic or the beginning of the paragraph. To address these issues, teachers adopt a variety of targeted teaching strategies, including task-based language teaching, intercultural communication teaching methods, and process writing approaches. The implementation of these strategies has significantly improved the students’ College French writing skills.

ANALYSIS OF THE FACTORS CAUSING DIFFICULTIES IN SPEAKING ENGLISH FOR GRADE 10 STUDENTS OF SMA ISLAM PAGERUNGAN BESAR

This study aims to analyze the factors causing difficulties in speaking English grade 10 students at SMA Islam Pagerungan Besar. The ability to speak English is very important where in this era, English is the language used in international communication. However, there are still many 10 grade students at SMA Islam Pagerungan Besar who have difficulties in speaking English. This study uses a qualitatve method with case study approach, data were collected through interviews, classroom observations, and analysis of related documents. The results of the study indicate that there are 2 main factors causing difficulties experienced by students, namely internal and external factors. Internal factors include lack of confidence, limited vocabulary mastery, difficulty in pronunciation, afraid of making mistakes, and lack of motivation. Meanwhile, external factors include less supportive environment, learning facilities are inadequate, less effecttive teaching methods, lack of support from teacher and friends, and lack of opportunity to practice speaking. Based on these findings, it is suggestions that teachers and school create more supportive learning environment to increase students’ self-confidence, provide more opportunities for students to practice speaking through activities outside the classroom, and use more interactive and innovative teaching methods. In addition, improving learning facilities such as providing language laboratories and digital learning resources, as well as providing books on speaking skills are needed to help students improve their English speaking skills.

STUDENTS’ DIFFICULTIES IN READING COMPREHENSION OF FACTUAL REPORT TEXT AT THE ELEVENT GRADE OF SMK NEGERI 2 TOMA

This research was carried out to investigate students’ difficulties in reading comprehension of factual report text at the eleventh grade students of SMK Negeri 2 Toma. The objectives of this research were to find out what difficulties are faced by class XI students at SMK Negeri 2 Toma in reading comprehension of factual report text and to explain the factors that contribute to students’ difficulties in reading comprehension of factual report texts in class at SMK Negeri 2 Toma. This research was qualitative research design and data were obtained through reading tests and interviews. Data were analyzed using Miles and Huberman's theory such as data reduction, data display and conclusion drawing and verification. The results of this research were eleventh grade students at SMK Negeri 2 Toma experience difficulties in reading comprehension. It was found that five difficulties experienced by students in reading comprehension they are finding factual information, finding the main idea, finding the meaning of vocabulary, identifying references and making inferences. Factors that contribute to students’ difficulties in reading comprehension of factual report texts include limited vocabulary knowledge, inadequate use of effective reading strategies, and problems with processing information. This research shows that students experience difficulties in reading comprehension. It is suggested that students eleventh grade of SMK Negeri 2 Toma should study more the component of reading comprehension.

Analysis of Students' Difficulties in Developing English Listening Skills: A Case Study of SMA 3 Yogyakarta

This study aims to analyze the difficulties faced by 11th grade students of SMA Negeri 3 Yogyakarta in developing English listening skills. Listening skills are an important aspect of English language learning, especially in the context of globalization. However, students often face various challenges, such as limited vocabulary, grammatical understanding, poor audio quality, and environmental distractions, which hinder their abilities. This research used a case study approach with qualitative methods, involving 30 students selected by purposive sampling. Data were collected through questionnaires and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. The results showed that 70% of students had difficulties in vocabulary, 60% in grammar, 50% were affected by audio quality, and 65% faced anxiety while listening. Most students preferred interactive digital media, such as video and audio, which helped reduce anxiety and improve their comprehension. Technology integration in learning was identified as a potential solution to overcome such difficulties and increase students' learning motivation.

The Improvement in English Listening Comprehension Competence of the Tenth-Grade Students Through using Podcasts: A Case Study

The growing development of the internet brings many opportunities to both English teachers and learners since they can access diverse resources, among which podcasts are considered one of the valuable tools for those who want to master English language skills, especially listening. This study aims to investigate the use of podcasts as a medium to enhance the tenth graders’ listening comprehension competence. Involving 80 tenth graders at an upper secondary school in Dak Lak province, Vietnam, who were divided into a control group and an experimental group, the study mainly employed a combination of quantitative and qualitative approaches to measure the improvement in students’ listening competence. The tools used for collecting the data were questionnaires, interviews, the pre-test, and the post-test. With the help of the statistical software SPSS version 20.0, a paired sample t-test was conducted to assess the statistical significance of the findings, and the descriptive statistics, including sum, mean, and percentage of each variable, were also found and analyzed. The results indicated that students were eager to use podcasts as a listening tool, thanks to their familiarity and accessibility. Despite some challenges during practice, podcasts effectively helped improve the learners’ listening skills. Specifically, the students overcame the common difficulties that hinder their English listening comprehension, such as limited vocabulary, unfamiliar grammar, poor comprehensive listening ability, and pronunciation challenges. To conclude, it is recommended that students be consistent with podcast practice, and teachers should give enough instructions so that the best results can be achieved.

Effective Strategies to Overcome EFL Speaking Difficulties

This study investigates the speaking difficulties and strategies used by Saudi university students learning English as a foreign language (EFL). The results reveal significant barriers to speaking fluency, with "limited vocabulary" identified as the most obstructive factor, followed by "lack of practice" and "limited exposure to receptive skills”. Pronunciation issues and reliance on memorization also contributed to speaking challenges, though to a lesser degree. Most participants agreed that these issues hinder fluency development. The research also highlights the effectiveness of various strategies used by fluent EFL students. "Socializing with fluent speakers" and "organizing ideas in advance" emerged as the most effective strategies. Additional strategies like studying a topic thoroughly and receiving feedback from expert speakers were also deemed highly effective. The findings align with existing research on EFL fluency, particularly the emphasis on vocabulary, practice, and social interaction. However, the study provides unique insights into the specific cultural and linguistic challenges faced by Saudi learners, underlining the importance of context-specific approaches to language learning.

Game-Based Reading Instruction: Insights from Student Perceptions Using Digital Jigsaw Puzzles

Indonesian students' reading literacy is still categorized as low, according to the PISA 2022 results. This fact improves efforts to familiarize reading at any educational level, including the school teaching-learning process. The research aims to discover students' perceptions of both affective and micro-skills of reading assisted with digital jigsaw puzzles. The study was a descriptive qualitative design involving junior high school students in Indonesia. In-depth interviews and observations collected the data. The data is analyzed through interactive analysis or three flows of thought. The findings show widespread affective perceptions of the learning reading using digital jigsaw puzzles. In addition, digital jigsaw puzzles raise students' positive perceptions of understanding the following reading macro-skills: the gist, main idea, explicit information, reference words, and inference. However, few students struggle to find implicit information and word meaning due to limited vocabulary mastery and rush time. All in all, digital jigsaw puzzles can be a preferential instruction to enhance students' reading literacy.

TED Talks and the Textbook: An In-Depth Lexical Analysis

The development of TED Talks textbooks has been a welcoming addition to English for Academic Purposes (EAP) pedagogy. The textbooks offer educators and learners a suitable framework for practicing all four of the language skills (i.e., listening, reading, speaking, and writing). However, the use of TED Talk resources could create specific vocabulary challenges for learners as they progress through each unit in the textbook. Research suggests that although textbook frameworks encompassing listening resources benefit learners with a familiar lesson approach, the varying vocabulary load and the presence of academic vocabulary and multiword units (MWUs) presented between the chosen resources and the textbook itself could lead to comprehension difficulties for learners. This study investigates the vocabulary of 12 TED Talks included in the commercial textbook Keynote 2 to understand the lexical profile, vocabulary load, and the academic and multiword unit coverage for each of the chosen listening texts. The results showed that the TED Talks selections and the textbook provided inadequate vocabulary practice, limited academic vocabulary exposure, and a lack of item repetition for learners. The study suggests the inclusion of ideal supplementary materials and appropriate TED Talk selections to help provide educators with suitable guidance to support their learners’ varying vocabulary knowledge.

The Effect of Team Word-Webbing Toward Students’ Reading Comprehension at Tenth Grade of MAN Koto Baru, Dharmasraya

This study investigates the effect of the Team Word-Webbing technique on reading comprehension among tenth-grade students at MAN Koto Baru, Dharmasraya. Reading comprehension is critical for language acquisition and academic success, as it encompasses the ability to extract and interpret meaning from text. Despite its importance, many students struggle with reading comprehension due to various factors including limited vocabulary and insufficient engagement. To address these issues, the study employed a quantitative experimental design, using a quasi-experimental approach with an experimental group and a control group. The research involved a pre-test and post-test assessment to measure reading comprehension levels before and after the implementation of the Team Word-Webbing technique. The experimental group was taught using this technique, which involves organizing ideas visually to enhance understanding, while the control group received traditional instruction. The sample consisted of two classes selected through purposive sampling, with data analyzed using t-tests to compare outcomes. Results indicated that the Team Word-Webbing technique significantly improved reading comprehension compared to conventional methods. The experimental group demonstrated higher post-test scores, with statistical analysis revealing a significant difference (p < 0.05). This suggests that Team Word-Webbing enhances students' ability to understand and retain reading material by facilitating better organization of ideas and active engagement. In conclusion, the study supports the effectiveness of Team Word-Webbing as an instructional strategy to improve reading comprehension. This technique not only aids in comprehension but also promotes active learning and student interaction, making it a valuable tool for educators aiming to enhance reading skills in the classroom.

Exploring Of Students’ Speaking Anxiety Among Third-Grade Junior High School Students’

Students' anxiety in speaking English has become a major concern in the context of second language learning. This research aims to identify factors that influence students' anxiety when speaking English and its impact on their speaking abilities. The research focused on grade 9 junior high school students in Indonesia. selected based on their experiences in speaking English during English class. The research method involves surveys and interviews with English students at various school levels. Using a comprehensive approach, this research aims to understand the internal and external factors contributing to students' anxiety levels when communicating in English. The findings highlight the prevalence of internal factors, notably fear of making mistakes (69.6%), and external factors like limited vocabulary (87%). This anxiety correlates with students' diminished speaking skills, evident in avoidance behaviors and less coherent speech. To mitigate these challenges, tailored learning strategies are imperative to boost students' confidence in English. Proactive measures should target building self-assurance, overcoming fear of errors, and actively expanding vocabulary. By addressing these concerns, educators can foster an environment conducive to enhanced English communication skills among students’.

GEMINI GOOGLE: A POTENTIAL TOOL FOR ENGLISH LEARNING

Based on previous surveys, it is evident that Food Technology students at Thu Dau Mot University face challenges in learning English, such as limited vocabulary, weak grammar, inaccurate pronunciation, and poor listening and speaking skills. These can lead to declining academic performance and restricted career opportunities. The paper highlights the potential of Artificial Intelligence (AI) in overcoming these challenges. AI tools like Gemini Google can provide personalized learning experiences, improve interaction with the language, and offer immediate feedback. Gemini is specifically chosen due to its free access, Vietnamese interface, and support for over 40 languages. This study demonstrates that Gemini is an effective tool for undergraduate students, particularly those in Food Technology who have weak English backgrounds, to improve their English skills. Gemini improves vocabulary, grammar, speaking, listening, pronunciation, reading, and writing. It offers simple instructions and ideas in both English and Vietnamese, making it ideal for beginners, self-learners, and people with limited English proficiency. Unlike traditional learning, Gemini provides access at any time and from any location, as well as the ability to overcome shyness and blunders. Gemini's large, up-to-date database and user-friendly interface enable personalized learning paths and can be paired with other methods for best language learning. The study also proposes various strategies for utilizing Gemini Google to improve English learning effectiveness in areas like vocabulary, grammar, listening, speaking, reading, writing, and creating a positive learning environment. Furthermore, Gemini's value extends beyond languages, offering assistance in a variety of other areas

TEACHER'S EXPERIENCE IN TEACHING ENGLISH TOWARDS DEAF STUDENTS

This study examines the experiences and strategies of a teacher specialized in English instruction for deaf students at special need school in Medan North Sumatera Indonesia. Since 2017 the teacher has navigated significant challenges, including communication barriers and emotional strain, by integrating sign language (SIBI and Bisindo) into daily interactions and instructional methods. Initial self-learning of sign language, followed by formal training from the North Sumatera Language Center, highlights the critical role of effective communication in enhancing educational outcomes for deaf students. The teacher’s adaptive strategies include simplifying lesson content, employing visual aids, and incorporating sign language into English instruction. Innovative methods such as “English day” in morning assemblies underscore the teacher’s commitment to engaging students despite their disabilities. However, obstacles persist, including limited vocabulary, the complexities of teaching a foreign language to students struggling with their narrative language, and systematic issues like lack of resources and societal skepticism. Emotional management and building trust with students are central to the teacher’s approach, demonstrating a holistic commitment to their emotional and academic development. The teacher’s resilience and empathy, supported by the school’s flexible approach, have fostered positive student engagement and progress.

FEAR, APPREHENSION, AND EVALUATION: EXPLORING THE SOURCES OF ENGLISH LANGUAGE ANXIETY IN THAI GRADUATE STUDENTS

This study qualitatively explores the causes of Foreign Language Classroom Anxiety (FLCA) among Thai graduate students. Data were gathered through semi-structured interviews and focus group discussions with participants from various higher education institutions. Thematic analysis identified three central themes: Linguistic Competence Issues, Social and Relational Factors, and Emotional and Psychological Influences. Linguistic Competence Issues include challenges such as insufficient grammatical knowledge, limited vocabulary, poor pronunciation, and lack of practice, which undermine students' confidence and communication skills. Social and Relational Factors involve external pressures like teacher expectations, peer perceptions, and the fear of social judgment. Emotional and Psychological Influences encompass internal aspects such as fear of making mistakes, lack of self-confidence, and personality traits that exacerbate anxiety. The findings also reveal that students from private universities generally experience higher levels of FLCA compared to those from Rajabhat universities. This disparity is attributed to differences in institutional support systems, the diversity of student populations resulting from more relaxed admission criteria, and the presence of a more competitive academic environment. These findings highlight the complex nature of English language anxiety and underscore the importance of targeted interventions. By addressing these specific concerns, educators can enhance the educational experience for English as a Foreign Language (EFL).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0770/a.php" alt="Hit counter" /></p>