Mastery Of Language Research Articles

The Impact of Gamification Depth on Higher Educational Students’ Intrinsic Motivation and Performance Levels

Most studies on gamified learning have neglected gamification depth, which has motivated the current study to identify the impact of gamified depth on students’ intrinsic motivation and performance levels. A quasi-experimental approach was employed, which involved a total of 117 undergraduate students divided into control ( n = 57) and experimental ( n = 60) groups. The students were exposed to two gamified platforms, namely Kahoot! for shallow gamification and Classcraft for deep gamification, over four weeks. The Intrinsic Motivation Inventory (IMI) served to measure changes that occurred in students’ intrinsic motivation levels and the achievement test in the final lesson. Paired t-tests, an independent t-test and regression analysis were conducted to test the study hypothesis. Deep gamification significantly increased learners’ intrinsic motivation level (+0.1845), while shallow gamification decreased it (−0.6439). Contrarily, students in the shallow gamified learning environment achieved a higher performance with a mean value of 73.42 compared to the counterparts in a deep gamified environment (50.83). Students’ language mastery, interest, attitude and familiarity with technology were postulated to impact the study outcomes. Distinct subjects, age groups and a suitable experiment period are recommended for future studies to develop a proper gamified depth framework in the educational sector.

Machine Learning and Information Theory Concepts towards an AI Mathematician

The current state of the art in artificial intelligence is impressive, especially in terms of mastery of language, but not so much in terms of mathematical reasoning. What could be missing? Can we learn something useful about that gap from how the brains of mathematicians go about their craft? This essay builds on the idea that current deep learning mostly succeeds at system 1 abilities—which correspond to our intuition and habitual behaviors—but still lacks something important regarding system 2 abilities—which include reasoning and robust uncertainty estimation. It takes an information-theoretical posture to ask questions about what constitutes an interesting mathematical statement, which could guide future work in crafting an AI mathematician. The focus is not on proving a given theorem but on discovering new and interesting conjectures. The central hypothesis is that a desirable body of theorems better summarizes the set of all provable statements, for example, by having a small description length while at the same time being close (in terms of number of derivation steps) to many provable statements.

Teachers’ Language Use in EFL Classroom Interaction: A Qualitative Study Analysis in Indonesia Settings

This research aims to analyze the classroom language used by a teacher of English department during the learning process. Mastery of a foreign language requires persistent practice and patience among students and teachers. Therefore, languages used in the classroom have a potential to help students produced good communication in the target language. This qualitative study was conducted with 1 male teacher and 22 second grade English major students who were learning writing. Data collection was carried out by observation and interviews both the teacher and 5 sample students and it was analysed with descriptive qualitative techniques. The results showed that the classroom language generally used by the EFL teacher were categorized into several types: instructions, questions, feedback and correction, clasroom management, building rapport, explanations, transitions, and encouragement. While for students, they used language revolved around their interactions within the classroom, both with their peers and teachers. It included phrases and questions that helped them manage their learning experiences, clarify instructions, and participate actively in classroom activities. The results of the analysis are supported by the observation checklists regarding how situations require certain types of language goals. The use of classroom language has different objectives according to the current situation within the scope of learning. The study offers practical recommendations for EFL teachers on how to effectively use different types of language to enhance learning outcomes, such as the strategic use of questions, feedback, and encouragement.

USAGE OF DIGITAL SERVICES IN FOREIGN LANGUAGE LEARNING BY STUDENTS MAJORING IN APPLIED LINGUISTICS

The purpose of the article: to consider aspects of the use of digital resources in the process of learning a foreign language by students of «Applied Linguistics» specialty. Research methods: analysis and generalization of pedagogical literature; theoretical generalization. The objective processes of the formation of Ukrainian society determine the search for effective ways to improve the quality of the educational process. In addition to professional competencies, which include a certain set of abilities and skills, a modern specialist by the state educational standards is to master one of the foreign languages and properly apply it in professional activities. The level of students` mastery of a foreign language directly depends on effective teaching methods and the use of information technologies. The use of information and digital technologies increases students` interest in learning and contributes to the growth of their motivation to learn a foreign language. We consider various aspects of the use of digital resources, such as mobile applications, virtual platforms, and online resources, as well as evaluate their impact on learning and the development of students' communication skills. The analysis is focused on revealing the advantages and possible challenges that accompany the use of digital tools in the study of foreign languages in this specialty. We explore how these tools can support and facilitate learning, looking in particular at their potential for interactive learning, self-directed learning, and student engagement. At the same time, we analyze possible challenges, such as the availability of technology, the need to train educators, and possible limitations associated with the use of digital tools in the educational process.

A MIXED METHOD APPROACH IN GRAMMAR TEACHING (BUKOVYNA, THE FIRST HALF OF THE XX CENTURY)

The unique aspect of studying other languages is not only the acquisition of basic information, but also the development of communicative competency abilities, which are practical skills required in everyday practice or communication with representatives of foreign-speaking societies. Our present research focuses on the devlopment and implementation of a mixed method of learning for teaching grammatical material in English and German in Bukovyna schools during the first half of the twentieth century. The purpose of our research is to compare the prerequisites for the development and formation of the methodology of teaching English and German grammatical competence in Bukovyna schools between 1932 and 1940, as well as to reveal the peculiarities of the formation of reproductive and receptive grammatical skills in the specified territory and within the defined time for further study of listening, reading, and speaking. Consequently, instructional tactics demonstrated the right selection and organization limits. The development of fundamental grammar abilities is seen as critical in teaching foreign language grammar, since it serves as a foundation of grammatical information. The explanation of grammatical phenomena in German and English was given in the original language, supported by examples from the texts, and strengthened by the completion of exercises. The structure of the grammar appendices, which included extra exercises to reinforce grammatical constructions and the authors' personal explanations of the textbooks in addition to rules and tables, also made a difference in the way the grammatical material of the languages mentioned was taught. The most recent strategy in textbooks at the time was to promote communicating with native speakers (for example, via correspondence), which improved grammatical and lexical mastery of a foreign language. It came to light that acquiring grammatical content using a mixed technique was an approach for producing grammatically and lexically correct spoken speech. Practical application (speaking) demonstrates comprehension of the fundamental principles of grammar and their proper application. Authentic literary reading was essential for developing grammatical knowledge. Translation exercises examined different languages' grammatical structures, with the goal of improving the capacity to use them in context and accurately acquire them when speaking.

The use of multimedia technologies in english lessons

In recent years, the question of using new multimedia technologies in education has been raised more and more often. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the formation and development of the communicative culture of students, training in practical mastery of a foreign language.

The Role of Jarh wa Ta'dil in Hadith Authentication

- The science of Jarh wa Ta'dil plays a pivotal role in the authentication of hadiths, aiding in determining the reliability of narrators. Through comprehensive definitions and classifications, Jarh wa Ta'dil provides a systematic approach to evaluate the integrity and precision of narrators. This study elucidates that Jarh, in its technical sense, refers to identifying characteristics that undermine a narrator’s reliability, while Ta'dil involves affirming qualities that establish a narrator’s trustworthiness. The conditions for scholars performing Jarh and Ta'dil are stringent, requiring profound knowledge, piety, honesty, and a thorough understanding of the causes of Jarh and Ta'dil. Mastery of the Arabic language and the ability to avoid bias are also emphasized to ensure accurate assessments. Methods used by scholars to evaluate narrators include relying on the reputation of narrators among other scholars and recommendations from just individuals. Conflicts between Jarh and Ta'dil are addressed by considering differing scholarly opinions. The study identifies six levels of Ta'dil and six levels of Jarh, which aid scholars in making nuanced judgments about narrators. In conclusion, the science of Jarh wa Ta'dil is indispensable for preserving the authenticity of hadiths, ensuring that only reliable narrations are accepted, and maintaining the integrity of Islamic teachings.

Kurdish EFL learners’ perceptions about the Use of Smartphone Applications for Language Learning

This study explored Kurdish EFL learners’ attitudes toward using smartphone applications for language learning. The data collection instrument was a five-point Likert-Scale questionnaire and the population was (101) students from departments of Medical Laboratory Science, General Science, and Chemistry Science – Charmo University. The results showed that the learners generally have a positive attitude towards using smartphone applications for English language learning. Also, the results suggest that learners generally agree that smartphone applications are useful and accessible tool for language learning. Regarding social media applications, the results indicated that learners who use social media platforms generally look for language-learning content. Nonetheless, the findings demonstrated that higher utilization of smartphone applications may not be necessarily associated with a perceived gain in proficiency. Consequently, language teachers must lead and assist students in learning how to utilize applications in general and those specifically created for language learning in particular. Therefore, EFL teachers’ roles change from manager to facilitator. It is the teacher’s responsibility to assist students in locating suitable material on the internet, which leads to mastery of the target language.

ПРИНЦИП СОЗНАТЕЛЬНОСТИ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ

The article examines the principle of consciousness and the psychological interpretation of this principle in the conditions of proficiency and mastery of a foreign language

The Use of Digital English Textbooks: A Study on Comprehension and Language Production Abilities Among Young Learners

The shift from traditional to digital textbooks in education brings both prospects and hurdles, especially in teaching English to young learners. Despite the widespread adoption of digital textbooks, their impact on students' language skills and teacher-student interaction needs more exploration. This study aims to thoroughly evaluate how digital textbooks affect English comprehension and production among young learners and teachers. The research conducted at SDS Islam Ar-Risalah Jember involved two teachers and eleven students, employing a descriptive qualitative method. Observations, interviews, and document analysis were utilized to gather data, analyzed through the Miles and Huberman method, pinpointing trends in digital textbook usage and understanding. Results suggest digital English textbooks significantly improve young learners' and teachers' English skills, enhancing speaking, reading, writing, and listening abilities. These resources offer a dynamic and interactive educational experience. However, transitioning to digital tools introduces challenges like infrastructural limitations and the need for teaching method adjustments. Addressing these issues is essential for fully leveraging digital textbooks in education. In conclusion, while digital textbooks can boost English language mastery among young learners and teachers, realizing this potential requires overcoming certain technological and pedagogical obstacles.

The Development of Computer Assisted Vocabulary Learning (CAVL) to Improve English Lexical Retention of Nursing Students

Vocabulary mastery is crucial for nursing students to effectively communicate in English. This study aimed to develop and validate a tailored computer-assisted vocabulary learning (CAVL) intervention to improve nursing students' retention of English lexicon, which is essential for healthcare communications. The CAVL program was designed using the Moodle platform and focused on four thematic units that targeted essential nursing vocabulary. The learning process followed research-based principles of vocabulary instruction, including multimodal introduction, reinforced retrieval, and contextual repetition. This study utilized a research and development methodology to conduct iterative needs analyses, design refinement, and rigorous evaluation protocols. Expert reviews, prototype testing, post-intervention vocabulary tests, and delayed assessments were used to gather data and make data-driven improvements. Quantitative analysis evaluated the effectiveness of this approach for 100 Indonesian nursing students. Vocabulary assessments were administered before, immediately after, and two weeks after the intervention, revealing significant improvements in terminology knowledge following the implementation of CAVL. Importantly, scores remained stable during the delayed assessment, demonstrating durable retention. These results are consistent with previous literature on the benefits of contextual and multimodal vocabulary learning. The CAVL prototype facilitated learning and effectively improved vocabulary retention outside of the classroom. This research provides an adaptable framework for technologically-assisted language mastery, which is essential for the next generation of nursing education. Further studies can explore the application of this framework in allied healthcare fields and the transition to practice in nursing education.

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners’ competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa’s Grade 4 learners can read for meaning.Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase.Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants.Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners.Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning.Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning.

EXPLORING THE POTENTIAL OF TIKTOK AS A SUPPLEMENTARY TOOL FOR ENGLISH LANGUAGE LEARNING AMONG STUDENTS

The use of social media as a profound educational platform holds great potential in augmenting students’ mastery of the English language, thereby facilitating substantial advancements in their linguistic competence. The introduction of TikTok has led to its rapid acceptance and preference among youth as a favoured social media platform. To explore the potential of TikTok as a supplementary tool for English as a Second Language (ESL) learning, a set of questionnaires was distributed to 150 students from various courses at Universiti Teknologi MARA (UiTM), Shah Alam Campus. The results revealed that there was a strong preference for utilising the platform in language learning as it fosters a sense of comfort and effective learning, allowing students to enhance their English language skills and establish familiarity with the language. Thus, the findings of this study demonstrate the considerable potential of TikTok as a supplementary tool for English language learning among university students. However, further research is required to explore the pedagogical implications of integrating TikTok as a tool in language learning curricula.

LANGUAGE CHOICE IN MULTILINGUAL SPEECH COMMUNITIES: THE CASE OF AKSAY, CHINA

The purpose of this study is to investigate the language choice of Aksay Kazakhs based on different situations. It also finds out their mastery of the languages they use. Moreover, the study attempts to understand the changing trend of language usage among Kazakh residents of different age groups in the region and the reasons behind it. In order to achieve the research objectives, the researcher chose a sample of (40) Aksay Kazakh respondents. The characteristics of the survey sample are diverse and reasonable, covering two age groups at the same time. The research tool is a questionnaire. The results show that Kazakhs of different ages have different language choices for various reasons. The elder generation chooses Kazakh for most situations, while the younger generation prefers Mandarin. The influencing factors mainly include educational experience and the overall language environment. Their mastery of each language is different. The young generation of Kazakhs has a higher standard of Mandarin and a gradual decline in their mother tongue. At the same time, they have one more language choice, which is English. Through the above phenomena, this study also confirms that the linguistic diversity of the multilingual community is being threatened. The author proposed recommendations for maintaining linguistic diversity in multilingual communities. Keywords: language choice, multilingual community, language mastery, Chinese Kazakhs, minority language, dominant language, changing trends.

APPLICATION OF COOPERATIVE LEARNING METHOD OF STUDENT TEAM ACHIEVEMENT DIVISION MODEL TO IMPROVE ARABIC LANGUAGE LEARNING OUTCOMES FOR CLASS X STUDENTS AT MADRASAH ALIYAH DARUL FIKRI SIDOARJO

This article aims to find out how the cooperative learning method of the student team achievement division model is applied in Arabic language subjects and the effectiveness of the cooperative learning method of the student team achievement division model on the Arabic language learning outcomes of class X students at Madrasah Aliyah Darul Fikri Sidoarjo. This article uses classroom action research (PTK) carried out using qualitative and quantitative approaches. A qualitative approach was taken to analyze changes in students during the implementation of actions until changes occurred, namely by conducting observations, interviews and documentation. A quantitative approach was taken to determine the effectiveness of learning strategies on student learning outcomes. The population taken by the author was all students in class X of the Madrasah Aliyah Darul Fikri religious program (PK), totaling 18 students. The results of this research are the cooperative learning method using the Student Team Achievement Division model, which is carried out by dividing students with diverse Arabic language mastery into one group to help each other understand the learning material and after data processing it was found that the Cooperative Learning Method using the Student Team Achievement Division model was improving students' Arabic learning outcomes as evidenced by Increased percentage of student absorption rate

Impact of E-Learning on High School Students’ English Language Learning

The COVID-19 pandemic significantly affected all sectors, including education—schools were affected by widespread lockdowns, which necessitated the adoption of online learning platforms. Using a mixed-methods research methodology incorporating questionnaires and interviews, researchers in the current study examined the impact of e-learning on high school students’ English language learning, particularly their spoken skills, in Kuwait. The researchers studied a sample of 60 participants for the quantitative analysis and 18 students for the qualitative analysis. All were high school students in Kuwait enrolled in English classes. The study’s results revealed significant challenges associated with e-learning, including low acceptance rates among students. Most students disagreed that online learning is a perfect learning tool, suggesting that e-learning fails to promote critical thinking skills and facilitate learning. E-learning also affects learners’ capabilities to express their feelings and ideas. The interviews showed that e-learning failed to improve the students’ English language mastery. Some of the challenges we noted include technical hitches and the inability to deploy teaching strategies used successfully in physical classes. Overall, the results indicate that students disliked online learning in Kuwait. In conclusion, e-learning is a significant opportunity for students to improve their learning, but it must be effectively used to encourage students’ uptake. It is necessary to assess schools’ preparedness to implement it as well as to design complementary programs and strategies to ensure students gain mastery of the English language.

Carlos Vaz Ferreira on intellectual flourishing as intellectual liberation

ABSTRACT I argue for a substantive interpretation of Carlos Vaz Ferreira’s account of intellectual flourishing as intellectual liberation. For Vaz Ferreira, I argue, there is an inescapable master-slave dynamic between language and language users, so that flourishing intellectually essentially involves a type of mastery of language that frees up thinking from enslaving linguistic/conceptual confusions and thus facilitates the acquisition of truth. Central to this project are Vaz Ferreira’s most interesting, and radical, views on the nature of language signification and thus on human’s ability to accurately describe and know reality, for failing to keep these linguistic limitations in mind, Vaz Ferreira argues, is a central way for language to enslave humans to confused thinking and thus prevent their intellectual flourishing.

Investigating Students Motivation as Autonomous Learners in English Language Acquisition: A Study on Politeknik Pelayaran Sulawesi Utara

This research delves into the motivations propelling cadets at Politeknik Pelayaran Sulawesi Utara as autonomous learners in the realm of English language acquisition. Employing a comprehensive questionnaire, the study explores the intricate factors influencing students' commitment and enthusiasm for independent language mastery. Results indicate a pronounced inclination among cadets to adopt autonomy both within and beyond the traditional classroom, emphasizing a proactive approach to English language learning. Motivations identified encompass the intrinsic joy derived from engaging with English instruction, coupled with the obligation inherent in the maritime context where English proficiency is imperative. Further, this present study delves into the interplay between academic success and motivation, revealing a compelling desire for high grades as a driving force. External factors, including praise and punishment, also contribute to shaping the motivational landscape. Additionally, the research uncovers supporting elements such as clear learning objectives, a passion for language acquisition, conducive learning environments, stimulating teaching materials, active participation opportunities, and collaborative interactions with study partners. This comprehensive exploration provides valuable insights into the nuanced motivations of cadets at Politeknik Pelayaran Sulawesi Utara, offering a foundation for informed educational strategies and interventions tailored to foster an environment conducive to autonomous language learning

Analisis Gaya Bahasa Pembelajar Bahasa Arab sebagai Bahasa Asing: Studi Kasus pada Alumni Pesantren dan Non Pesantren

Language plays an essential role for human interactions and communication and it can also show cultural, social and individual identity. Ones’ background may generate different language use in either written or spoken contexts. Against this backdrop, this research aims to explore the written language styles of Islamic boarding school and non-Islamic boarding school alumni who learn Arabic as a foreign language. This research is designed under qualitative perspective and employs a case study approach. Data was in the form of documents, obtained through informant essays about the experience of learning Arabic. Besides, the data was also collected through semi-structured interviews with two informants to further understand differences in educational background, differences in first language, family background, foreign language mastered, and exposure to Arabic. Data was analysed by reading essays then providing coding and categorization, which was carried out separately by each researchers, conducting discussions on written language styles focusing on the choice of language used from a sociolinguistic aspect. The results of this research demonstrate that the written language styles of students of Arabic as a foreign language between Islamic boarding school and non-Islamic boarding school alumni have differences in terms of lexical choice, phrases and sentence structure. Such differences happen because of the way a learner's family background, foreign language mastery, and exposure to Arabic influence the written language style. Moreover, the findings have demonstrated how different academic background, language exposure, and learning impact to one’s language style. Given the limited number of the informant, future research may consider recruiting more diverse and more participants.

Z American English: A Mobile Language Learning App

Z American English is an application that works as a personal instructor for L1 speakers of Arabic who wish to learn English as it takes them on a fun learning trip that starts from the absolute beginner's level until they gain proficiency in English and acquire other abilities. It offers a comprehensive approach to language acquisition, with lessons created by an experienced teacher, Ibrahim Adel. The app is highly accessible, free, and compatible with both iOS and Android devices. One of its notable strengths is its clear learning path, suitable for learners of all levels. The addition of video content and interactive quizzes makes learning enjoyable and effective. Additionally, the premium "Activities Icon" subscription offers extra features. The inclusion of chat rooms fosters learner interaction, enhancing the educational experience. Overall, Z American English is a valuable resource for learners of English, providing a structured and engaging path to language mastery.