Language Learning Outcomes Research Articles

Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: a mixed-methods study

Abstract This study explores the integration of generative artificial intelligence (GenAI) in informal digital learning of English (IDLE) practices, focusing on its potential to enhance language learning outcomes and addressing the technological challenges language teachers face in utilising AI-based tools to facilitate second language acquisition. Based on the research context of IDLE and holistic learning ecology and drawing on the theoretical frameworks of technological pedagogical and content knowledge and social cognitive theory, we performed a mixed-methods investigation with an empirical experiment to assess the effectiveness of GenAI followed by semi-structured interviews. The results suggest that the GenAI-mediated IDLE practices effectively improve college students’ oral proficiency in English from both technological and humanistic perspectives. However, results also indicate that the GenAI conversational partner alone is not adequate to provoke continuous extramural GenAI-mediated IDLE practices. We discuss the theoretical and pragmatic significance of GenAI-mediated IDLE in educational equity and reformation.

L2 anxiety, proficiency, and communication across the classroom, non-classroom, and digital settings: Insights from Ethiopian preparatory schools

Research into second or foreign language (L2) learning has demonstrated that L2 anxiety, perceived proficiency, and L2 willingness to communicate (L2WTC) profoundly impact language learning outcomes. However, the complex interplay between these variables has yet to be fully explored, as these factors are dynamic and context-specific and can vary across different learners and learning environments. The study, therefore, utilized a cross-sectional quantitative survey research design to scrutinize the causal relationships between L2 anxiety, English proficiency, and L2WTC of 609 Ethiopian preparatory school students. The model for the L2WTC, both inside and outside the classroom, has been expanded to include an additional sub-scale known as the L2WTC in a digital setting. Moreover, in contrast to the commonly recognized debilitative-focused L2 anxiety, the construct of L2 anxiety has been divided into facilitative and debilitative anxiety. This method allows us to measure not only the presence or absence of anxiety but also evaluate if anxiety helps or hinders the L2 learning experience. A self-assessment proficiency measure was also developed specifically for Ethiopian high school students. The study treated facilitative and debilitative anxiety as independent variables while considering English proficiency and L2WTC in the classroom, outside the classroom, and in digital settings as dependent variables. English proficiency was also used as an independent variable to predict L2WTC in these three settings. Our proposed model, including these variables, was tested using structural equation modelling (SEM). According to the descriptive analysis, the mean scores of L2WTC in the three settings were generally low, ranging from 2.30 to 2.84. Debilitative anxiety casts a shadow on the positive aspects of anxiety. The English proficiency was also too low. According to SEM, debilitative anxiety displayed a statistically significant negative impact on L2WTC inside and outside the classroom, in digital settings, and English proficiency. In contrast, facilitative anxiety was found to positively contribute to L2WTC outside the classroom, in digital settings, and in English proficiency. English proficiency made a statistically significant and positive contribution to L2WTC within and outside the classroom and in digital contexts. L2WTC inside the classroom positively contributed to L2WTC outside the classrooms and in digital contexts. We systematically compared the findings with existing studies in the discussion and elucidated the pedagogical implications, limitations, and potential future research avenues. The outcomes of our study have the potential to significantly contribute to the advancement of theoretical and empirical knowledge about improving English education, learning, and communication not only in Ethiopia but also in similar contexts of English as a foreign language (EFL).

A Review of Language Curriculum Development in Multilingual Classrooms

Integrated curriculum models in language teaching have gained prominence as educators seek to provide holistic, interdisciplinary learning experiences that improve both language proficiency and content knowledge. These models emphasize the meaningful application of language skills across various subjects, promoting deeper student engagement and critical thinking. However, the implementation of integrated curricula presents challenges related to teacher collaboration, resource availability, and institutional support, especially in traditional educational settings. This review aims to analyze the effectiveness of integrated curriculum models in language teaching by synthesizing findings from empirical studies and theoretical discussions. The study examines how these models influence language learning outcomes, foster critical thinking, and address the practical challenges faced by educators. Both qualitative and quantitative studies were included, covering various educational levels and cultural contexts. The findings indicate that integrated curriculum models enhance language proficiency, particularly in communicative and academic skills, while simultaneously improving student engagement and content mastery. Effective implementation depends on strong teacher collaboration and institutional support. However, barriers such as inadequate resources and lack of training often hinder the success of these models. In conclusion, integrated curriculum models offer substantial potential for improving language education, but their success requires careful planning and sufficient support. Future research should focus on long-term outcomes and the adaptation of these models to diverse educational contexts to maximize their impact.

Overcoming Linguistic and Cultural Barriers in English Language Learning: An Exploration of Culturally Responsive Pedagogy

This study investigated the implementation and effectiveness of CRP in English language learning at Cebu Technological University-Tuburan Campus, addressing linguistic and cultural barriers for learners and explored diverse subcultures, including respondents’ religion, family structure, socioeconomic status, and educational attainment. Employing a mixed-methods design, the research utilized surveys and pre-post-tests with thirty-three respondents, and interviews with six informants to gather data. Findings revealed a broad age range, a predominance of female participants, and a religiously influenced demographic. The pre-post-test results demonstrated a significant improvement in overall written communication competencies, highlighting a substantial improvement in the application of morphological concepts in writing essays, coupled with sustained high proficiency in grammar. A multiple regression analysis identifies the varying influences of demographic factors on test scores. Teachers perceived CRP as a catalyst for inclusive education, emphasizing customized approaches aligned with cultural backgrounds. Thus, CRP positively impacts language learning outcomes in diverse educational settings. Recommendations include implementing an action plan to enhance language proficiency and overcome linguistic and cultural barriers in English language learning. Findings contribute to a broader understanding of CRP’s significant application in a culturally diverse educational context.

Analysis of Learning Styles Based on Indonesian Language Learning Outcomes in Elementary School Students

Understanding students' learning styles is a key factor in effective learning, as it helps teachers optimize the teaching and learning process and improve student success. This study aims to examine the relationship between students' learning styles and learning outcomes in the Indonesian language subject. The research uses a survey method with a sample of 46 fifth-grade elementary school students using saturated sampling techniques. The results indicate that the majority of students have a kinesthetic learning style (43.5%), followed by visual learning styles (30.4%) and auditory styles (26.1%). The learning outcomes of visual learners are higher compared to the others, with an average score of 84.3 in the good category, while auditory learners perform better than kinesthetic learners but lower than visual learners, with an average score of 81.4 in the fair category, whereas kinesthetic learners have lower results compared to the others, with an average score of 79.5 in the fair category. This suggests that a teaching process that does not consider the diversity of learning styles can negatively impact students' learning outcomes. Therefore, teachers need to pay attention to students' learning styles to enhance learning effectiveness so that students' learning outcomes can be optimal.

Effectiveness of Content-Based Instruction (CBI) Model Based on Multimedia Presentations for Improving the Japanese Language Learning Outcomes of STIKES Bethesda Tomohon Students

This research aims to examine students' learning outcomes using the Content-Based Instruction (CBI) model facilitated by Multimedia Presentations, and to assess the efficiency of this approach in enhancing students' proficiency in Japanese. This study's background indicates that numerous students struggle with learning Japanese due to pedagogical approaches that prioritize memory and are predominantly traditional in nature. This research employs a pre-experimental design utilizing an Intact-Group Comparison methodology. Data acquisition Observation and test administration (Pretest-Posttest). Statistical analysis: Descriptive and inferential statistics. Forty pupils from STIKES BETHESDA were sampled. This study demonstrates that the Content-Based Instruction (CBI) learning approach utilizing Multimedia Presentations enhances Japanese language proficiency among students. The result is that the Content-Based Instruction (CBI) paradigm utilizing Multimedia Presentations is demonstrably beneficial in enhancing students' Japanese language learning outcomes.

LingoClip-Mediated Listening Learning in the Classroom: Senior High School Students’ Experiences and Views

This study explores the experiences and perceptions of senior high school students using the LingoClip app as a tool for learning listening comprehension skills in the classroom. Despite the recognized importance of listening in language acquisition, many students struggle with traditional methods of listening practice, often finding them disengaging and difficult. The purpose of this research is to investigate how LingoClip, a gamified language learning app, impacts students' listening comprehension skills and how it compares to traditional teaching methods. A qualitative research methodology was employed, involving interviews and reflective journals from a sample of senior high school students. The findings reveal that students generally have positive experiences with LingoClip, appreciating its interactive and enjoyable nature, which helps sustain their motivation and engagement. Additionally, students perceive LingoClip as more useful than traditional methods, as it allows for personalized learning experiences and caters to different learning styles. However, some students noted challenges such as frequent ad interruptions, which can detract from the learning experience. The contribution of this study lies in its demonstration of the potential for digital tools like LingoClip to enhance the listening learning process in educational settings. The findings suggest that integrating such tools into the curriculum can provide a more engaging alternative to conventional listening exercises, potentially leading to better language learning outcomes.

The LAB school project: a socio-ecological investigation into the intersection between literacy, the arts and wellbeing in a rural early years classroom setting

AbstractThis study examined the piloting of a literacy, arts and wellbeing (LAB) project in a rural school in Queensland, Australia. The research involved a Year 1 class (n = 24) participating in co-designed lessons with their classroom teacher and two visiting researchers from a regional university. These lessons were developed with literacy learning outcomes, arts-based approaches and positive education components in mind. Lesson observations and artefacts were collected to understand the children’s participation and development of the learning objectives. In addition, teacher interviews and researcher reflections provided feedback about the approach’s effectiveness. Data were analysed using an arts-based social engagement model to improve health. Evidence from this case study showed that language and literacy learning outcomes and wellbeing were strongly developed through the LAB approaches. More research is needed to know if a whole school LAB approach would benefit children across other settings.

From growth mindset to positive outcomes in L2 learning: Examining the mediating roles of autonomous motivation and engagement

From a positive psychology perspective, adopting a growth mindset in language learning cultivates positive learning goals and sustains motivational drive. However, the extent to which these motivational benefits translate into tangible language learning outcomes remains controversial. Drawing from the language learning motivational process model, this study investigates the predictive power of growth language mindset on second language (L2) achievement and the mediating role of autonomous motivation and engagement. High-school English language learners in China (n = 486) completed mindset, motivation, and engagement questionnaires, and we retrieved their subsequent English test scores. The results suggested that growth mindset positively, albeit weakly, predicted subsequent L2 achievement (r = .17). Further, autonomous motivation and engagement sequentially mediated the link between growth mindset and L2 achievement. Engagement also acted as an independent mediator (although this was not the case for autonomous motivation). The study provides theoretical insights into the mechanisms through which growth mindset can positively impact L2 learning, and identifies practical pedagogical implications for L2 classrooms.

Iranian English as a Foreign Language (EFL) teachers' professional development needs in educational contexts: Exploring the challenge of reflective practice.

This study investigated Iranian, English as a foreign language (EFL) teachers' attitudes toward reflective teaching compared with their classroom assessment preferences and up-take of strategy-based instruction. It compared their views in the two key higher education provider contexts of the university and institute. In this cross-sectional correlational study, a total of 90 teachers, half drawn from each university in a major city in Iran, were selected using controlled quota sampling. Data were collected through a four-part survey. Besides gathering demographic data (Part A), the survey drew upon three established instruments that used a Likert Scale format. Part B comprised the Teacher Reflectivity questionnaire, and Part C focused on the Classroom Assessment Preferences Survey Questionnaire for Language Teachers. Also, part D administered the Teachers' Beliefs Inventory for Strategy Instruction. The reliability of this and the CAPSQ-LT was confirmed by the researchers using Cronbach's alpha at 0.842 and 0.951, respectively. A total of 90 questionnaires were distributed, with 72 fully completed (80%) and returned. the Statistical Package for Social Sciences (SPSS) was employed to analyze the data, using the independent sample t-test and ANOVA. Also, Pearson product-moment correlations were used to measure the association between the variables. A p-value less than 0.05 was considered as significant. As shown in findings, a statistically significant and positive correlation was found between the teachers' reflective teaching scores and classroom assessment preference scores (r=0.473, p0=.001). This correlation was moderately high and positive, thus supporting that higher teacher reflective practices reflect a broader application of classroom assessment. The Table also shows that there was no significant correlation between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (r=0.094; p=0.434). Similarly, there was no statistically significant correlation between the teachers' attitudes toward classroom assessment preferences and their beliefs about strategy-based instruction (r=0.038, p=0.752). As shown, no statistically significant difference was observed between the teachers' attitudes toward reflective teaching and their uptake of strategy-based instruction (p<0.05). This study draws attention to the need for teachers in EFL contexts, such as this, to have access to professional development opportunities that deeply engage and guide them to be reflective practitioners who can make the connections between assessment techniques, strategy-based instruction, and students' improved language learning outcomes.

ANALISIS PENGGUNAAN METODE STORYTELLING DALAM PEMBELAJARAN BAHASA INDONESIA TERHADAP KEMAMPUAN BERBICARA SISWA

Storytelling has become a significant approach in Indonesian language learning, focusing on developing students' speaking skills. In this context, research and literature analysis show that storytelling is not just a tool for delivering stories but also an effective means of training students to communicate effectively. The various benefits of using storytelling methods in the context of Indonesian language learning. These findings indicate that storytelling methods can improve students' speaking abilities in various ways, including improving vocabulary, grammar, pronunciation, increasing emotional engagement, dynamic interaction between teachers and students, developing critical and creative thinking, and boosting students' confidence. Therefore, implementing storytelling methods in Indonesian language learning is an important and beneficial step in developing students' speaking skills comprehensively. This underscores the importance of innovative approaches and student-oriented experiences in improving language learning outcomes. Thus, further research and practice in using storytelling methods in the context of Indonesian language learning are expected to make a meaningful contribution to enhancing the quality of language education in Indonesia.

Inclusion in the learning game: Applying considerations from cognitive neuroscience, educational psychology, and SLA to language learning activity and materials design

Considering the need for pedagogically effective learning activities and materials to support language learning, particularly within teacher-led instruction, it is curious that at present there is no overarching, research-based framework available to educators to draw from when designing and implementing such activities and materials. To address this gap, the authors of this paper have drawn from a host of relevant research pertaining to cognitive neuroscience, educational psychology, and second language acquisition to establish a framework for designing and implementing activities and learning materials capable of facilitating enhanced language learning outcomes within an inclusive classroom. Incorporating ten key considerations – attention and focus, desirable difficulty, depth of processing, deliberate practice, novelty and surprise, wakeful rest, visible learning, meaningful feedback, affective engagement, and strategic choice and use – this versatile framework not only provides teachers with necessary knowledge for designing language learning activities and materials in an engaging and efficacious manner but may also embolden them to do so.

Navigating Indian Youth’s Identity; Impact Of Korean Media on Language learning

The study of ‘Navigating Indian Youth’s Identity: The Impact of Korean Media on Language Learning’ to explores the complex relationship between Indian youth and the impact of Korean media on language learning. Given the increasing popularity of Korean entertainment, especially K-drama and K-pop, among Indian youth, this study aims to investigate the effect of Korean media exposure on language learning, Korean media has been an effective language learning tool among Indian adolescents, as it has increased their interest in learning Korean, provided motivation, influenced their language learning strategies, positive language learning outcomes, open up career opportunities, facilitate, especially by learning Korean language. A combination of methods was employed, including statistical data analysis and data analysis, to accomplish the aforementioned goals. The impact of Korean media on Indian youth has been divided into various factors such as increased interest in Korean media, especially K-pop-K dramas, which encouraged them to learn the language, though various forms of media such as subtitles, translations , and educational materials It's been simplified.

Captioning for Clarity: Mastering Stress with Word-Based vs. Phonetic Video Transcriptions

This study explores an understudied aspect of video captioning in language learning: the use of phonetic transcription. While extensive research has examined the effects of traditional word-based captioning, the potential benefits of phonetic transcription captions remain largely unexplored. To address this knowledge gap, a quasi-experimental study was conducted comparing two captioning conditions: traditional word-based captions and phonetic transcription captions. Two groups of English as a Foreign Language (EFL) learners were purposively selected based on their course enrollment, with participants volunteering for the study. The control group viewed videos with standard word captions, while the experimental group watched videos captioned with phonetic transcriptions. Pre- and post-tests were administered to assess improvements in word stress pronunciation. The results revealed no statistically significant difference between the post-test scores of the control and experimental groups. This suggests that both captioning methods - words and phonetic transcription - positively impact stress pronunciation learning. The findings indicate that enhanced stress pronunciation may contribute to overall language intelligibility and fluency, potentially leading to improved language learning outcomes. This study opens avenues for future research on the application of phonetic transcription in other areas of pronunciation, such as intonation and connected speech.

The Factors Affecting Learning Achievement in English Language Studies of The Students at North Bangkok University

Background and Aims: Research emphasizes the critical role that learners' attitudes and behaviors play in determining their success in acquiring the English language, emphasizing the relationship that exists between mindset and actions. Achieving proficiency objectives and optimizing language learning outcomes requires a focus on the development of constructive attitudes and efficient learning behaviors. Thus, the study of the factors affecting learning achievement in English language studies of the students at North Bangkok University aims to investigate the factors affecting learning achievement in English language studies of the students at North Bangkok University. Methodology: The sample comprises students enrolled in the ENG 101 course, totaling 283 individuals, selected through stratified random sampling and simple random sampling methods. The research methodology involves utilizing a questionnaire as the primary data collection instrument. Statistical analyses employed in the study include percentages, means, standard deviations, Pearson correlation coefficients, and stepwise multiple regression analysis. Results: The results found that the factors of students, teachers, family, and school can collectively predict the factors affecting learning achievement in English language studies of students at North Bangkok University. This predictive set comprises the factors related to students (x1), teachers (x2), and family (x3). These predictor variables can predict the factors that affect the learning achievement in English language studies of the students at North Bangkok University with an accuracy of 42.77%. This can be written as a prediction equation as follows; (1) The prediction equation in raw score format can be expressed as follows: Y = .386+.282X1 +.174X2 + .151X3. (2) The prediction equation in standardized score format can be expressed as follows: ZY = .341X1 +.228X2 + .163X3 Conclusion: According to the study, family dynamics, instructors, and students all have an impact on how well students learn English at North Bangkok University. The accuracy of these predictor variables, which include factors related to students, teachers, and families, in predicting learning outcomes in English language studies is 42.77%.

Improving SMAN 1 Pangkalan Kuras Students’ Reading Comprehension of Narrative Text Bypeer Assisted Learning Strategy (PALS)

This action research aimed to improve reading comprehension among second-grade students at SMAN 1 Pangkalan Kuras by implementing the Peer-Assisted Learning Strategy (PALS). The study combined professional development with experimental classroom research. Each cycle involved planning, action, observation, and reflection. Data were collected through tests, observation, field notes, and interviews. Quantitative analysis of test scores showed improvements in reading comprehension. Qualitative analysis of observation and interview data highlighted increased student engagement and motivation. The findings from classroom action research conducted at SMAN 1 Pangkalan Kuras demonstrate the effectiveness of implementing the Peer Assisted Learning Strategy (PALS) in enhancing senior high school students' reading comprehension skills. Through PALS, students engaged actively in collaborative learning, which led to deeper understanding of texts and increased motivation to participate in learning activities. The study revealed significant improvements in student participation and academic achievement in narrative comprehension, highlighting the potential of PALS to enhance English language learning outcomes in high school settings.

Effects of TED Talks on Students' Foreign Language Learning Emotions

This study explores the effects of TED talks on students' foreign language learning emotions. It aims to investigate how TED talks influence emotions experienced during foreign language learning and how these emotions affect language learning outcomes. The study consists of two experiments, utilizing different methods and designs. Experiment One focuses on examining the effects of TED talks on the emotional experiences of language learners, while Experiment Two investigates the relationship between these emotions and language learning outcomes. The findings from both experiments contribute to a better understanding of the role of TED talks in foreign language learning and shed light on the potential benefits of incorporating TED talks into language teaching.

The Relationship Between Character Education and Indonesian Language Learning Outcomes

Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation Character education plays a crucial role in shaping students' Indonesian learning skills. This study adopts a qualitative approach with a descriptive method to explore the relationship between character education and Indonesian learning outcomes among grade X students in secondary school. Data collection tools include classroom observation

Computer-Mediated Communication: Application to Vocational English Education

Recent research on the use of computer-mediated communication (CMC) tends to focus on how CMC occurs and how to effectively apply Internet-based technologies into classrooms in general while little evidence has been found on the application of CMC tools to teach English language for workplace purposes. Therefore, this article aims to explore the use of CMC as an alternative platform for teaching English for vocational purposes. For this purpose, the current paper is based on library research combining synthesis and analysis of more than thirty empirical and non-empirical articles which were published in journals, conference proceedings, books, and conference presentations. The findings center around specifying: (i) the characteristics of vocational English education and the key theoretical frameworks and pedagogical models that underpin the use of CMC in teaching English for vocational purposes; (ii) the impacts of CMC mode on the students’ language learning outcomes and vocational skill development, and (iii) the needed preparation of educators for the successful use of CMC. The results offer insights into the growth of CMC use as an effective platform in vocational English education.

Interactive Learning Landscapes: Leveraging Technology for Dynamic Education in the Writing Classroom

This study explores the perceptions of EFL learners towards interactive learning tools in the Saudi environment; it also investigates how available technology can be leveraged to create dynamic learning environments. Using a mixed methods approach, the study conducted a survey with 70 EFL learners and focus group interviews with 10 students across two higher education institutions to examine writing skill development using the three interactive writing tools, viz., Blackboard, Pear Deck, and Flipgrid. Results indicate that Saudi EFL learners in higher education have a moderately positive perception towards the integration of technology in the EFL classrooms, as well as support the efficacy of these interactive tools in aiding learning in the writing classrooms. Moreover, perceptional change evidently positively impacted learners’ writing as the performance in the post test showed an average improvement of between 19-24% in the scores This examination of the interaction between learners and digital resources is likely to uncover insights into effective strategies for enhancing English language learning experiences and outcomes, and benefit a range of stakeholders.