English Learning Performance Research Articles

Study Habits and English Learning Achievement of Left-behind Children in a Selected Rural Primary School: A Correlation Study

In the process of urbanization, a large number of migrant workers have appeared. Such migration often leads to the migration of rural youth to cities, leaving their children to the care of older relatives due to various restrictions. This situation requires social attention to the overall well-being of left-behind children, especially in their education. Lack of parental guidance and support due to long-term separation often leads to unbalanced academic and personal life, leading to problems such as passive participation, disinterest in learning, inattention in class and poor note-taking. This paper aims to explore the influence of learning habits and English learning performance of left-behind children in rural primary schools in Shandong Province. This provides comprehensive support for left-behind children in rural areas and cultivates their ability to learn independently.

An Analysis of Students’ Lack of Interest in Learning English at VII Grade Students in SMPS IT Darul Ihsan

This study analyzes the factors contributing to seventh-grade students' lack of interest in learning English at SMPS IT Balik Batang. The objective is to identify and evaluate internal and external factors affecting students' motivation and engagement. This is the kind of mixed method research. The data were collected through questionnaires and interviews with 37 students, examining aspects such as physical conditions, psychological readiness, family support, and classroom environment. The results of the internal factor indicate that 89.19% of students found English difficult to understand due to issues such as pronunciation challenges and unclear explanations from teachers. Furthermore, in the external factors, 86.48% of students reported that distractions from peers significantly impacted their ability to focus during lessons. The study concludes that addressing these factors through improved teaching methodologies and effective classroom management can enhance students' interest and performance in learning English. It emphasizes the importance of tailored educational strategies to meet the specific needs of students.

Development of interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching emotion analysis

With the rapid development of information technology, virtual reality (VR) and game teaching have gradually become an important tool in modern education. As a universal language, the innovation of English teaching methods is particularly important. This study aims to develop an interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching to enhance students’ learning interest and effect. By combining virtual reality technology with game teaching method, this paper designs and develops a set of interactive English e-learning video entertainment teaching platform. The platform uses emotion analysis technology to monitor students’ emotional state in real time and dynamically adjust teaching content according to emotional feedback. The results showed that the experimental group of students in English learning performance is significantly better than the control group, learning interest and participation is also significantly improved. Emotion analysis data showed that students in the experimental group showed more positive emotions when using the platform, and their learning pressure was significantly reduced. The interactive English e-learning video entertainment teaching environment based on virtual reality and game teaching not only improves the learning effect of students, but also significantly improves their learning interest and participation.

The Impact of Code Switching and Code Mixing on Learning of English Language in Lower Secondary School level: A Case Study of Selected Schools in Rubavu District, Rwanda

English is the most widely spoken language in the world, making it essential for effective global communication. This is why individuals who aspire to thrive in today's global society must possess proficiency in English. This study focuses on how the use of code switching (CS) and code mixing (CM) affect the learning of the English language in G. S. Bisizi and G. S. Gikombe of Rubavu District in Rwanda. The study was conducted with the aim to: (1) identify reasons for code switching and code mixing in lower secondary schools; (2) assess the impact of CS and CM on students’ performance in learning English; and (3) establish strategies to adopt in order to avoid CS and CM in English language classrooms. It was conducted based on the matrix language frame and sequential theories. A descriptive research design was used. The researchers employed a mixed method for data collection, analysis, and presentation. Its total population is comprised of 726 individuals, including 716 students, 6 teachers, and 4 school leaders from both schools. The sample size is 85 respondents (75 students, 6 teachers, and 4 school leaders) got by use of simple random sampling (students) and purposive sampling techniques (teachers and school leaders). During the collection of primary data, questionnaires, interview guides, and observation checklists were used as convenient tools, while documentation was used in collecting secondary data. The findings indicated that the lack of vocabulary, emphasizing a particular topic while teaching and learning English, and the intention to clarify the speech content are the major reasons for using CS and CM. They also reveal that CS and CM contribute to students’ failure in learning English, as both create a lack of their confidence in speaking, limit students’ practice in speaking English, retard their ability to master English, and lead to a low understanding and mastery of English. In addition, the study revealed that teachers are the main source for CS and CM in their classes. Finally, this research recommends that school leaders and English language teachers should reinstate a policy of speaking English in the school premises and make an effective follow-up to ensure students do not violate it. Teachers should also act as role models in their language classes by avoiding CS and CM, whereas the decision makers in education should initiate a short-term professional program and special ways to avoid CS among teachers to help students effectively learn English language.

Application of Multimedia Technology in Teaching English in Colleges and Universities

Multimedia plays a crucial role in English teaching by enhancing engagement, providing diverse learning experiences, and catering to different learning styles. English teaching through multimedia, while beneficial, presents challenges. Unequal access to technology and the digital divide can hinder some students' participation. Ensuring digital literacy and quality content selection is crucial to effective use. This paper proposed the Hidden Markov Model for English Teaching (HMM-ET) to improve the performance of college and university students. The proposed HMM-ET model computes the Markov chain of English teaching through multimedia technology. With the implementation of multimedia technology, the HMM model estimates the performance of students in colleges and universities. Through the estimation of HMM-ET the classification of students' performance in English learning is computed with the machine learning model. The performance of the students is examined comparatively with the conventional Support Vector Machine (SVM) and Random Forest. Through analysis of a dataset comprising observation sequences reflecting English learning tasks, HMM-ET consistently outperforms SVM and Random Forest, achieving an average accuracy of 96%, while SVM and Random Forest attain accuracies of 90% and 88% respectively.

Analyzing Student Performance in Learning English for General Academic Purposes (EGAP): A Comparative Action Research Study of Online and Offline Learning

Analyzing Student Performance in Learning English for General Academic Purposes (EGAP): A Comparative Action Research Study of Online and Offline Learning

THE INFLUENCE OF STUDENTS’ PERSONALITY TRAITS ON LEARNING ENGLISH

Relevance. There are a number of factors that affect students' performance in learning English. These can be both internal and external factors. The present study focuses on the internal factors that influence students' success in learning English. Theories have been put forward and research has been conducted to identify the influence of students' mental attitudes and personality characteristics. According to these theories, mental attitudes shape a person's behaviour and attitudes. Students' personality characteristics are also believed to influence their academic performance. A questionnaire covering the personality characteristics of English language learners was used for the study. The traits analysed were extraversion, introversion, openness to experience and conscientiousness. It was also investigated how these characteristics influence the level of motivation and choice of English language learning methods. Students with pronounced extraversion prefer to interact with native speakers and work in groups, while introverts prefer individual methods such as reading and writing. The results indicate a significant influence of students' attitudes and personality traits on their success. Taking into account students' personality traits can significantly improve the effectiveness of instruction by allowing it to be tailored to the needs of each learner.

The Effects of Student-centered Teaching Methods on the Motivation of English Language Learning

In recent years, student-centered teaching methods have received increasing attention. Many educators and researchers advocate a shift from a purely teacher-centered approach to a student-centered approach to teaching and learning. The study aims to explore the effects of student-centered teaching methods on the English learning motivation of college students majoring in English in Chinese universities. This study used questionnaires to investigate the effects of four teaching activities (group discussion, presentation, debate, and role-play) on the motivation to learn English. Furthermore, this study reveals the influence of teaching activities on language performance, and explores oral skills, English vocabulary use and English performance in English learning. It is found that the above four activities can improve the motivation of Chinese college students to learn English to some extent. The research results show that applying student-centered teaching methods is conducive to improving the motivation of Chinese college students in English language learning. Selecting teachers' teaching methods is crucial to improve students' motivation to learn English. This paper aims to improve students' motivation to learn English. It gives some suggestions to teachers for four activities, which are speech, group discussion, debate, and role-playing, to improve the effectiveness of teaching and learning. Based on the evaluation from participants, it is suggested that a clear purpose in a teaching activity should be addressed in a teaching context.

Insights into Second-grade Students’ English Vocabulary Learning Anxiety Differences

With the development of humanistic psychology as well as modern English education, the emotional factors in the fundamental stage of English learning have been emphasized by scholars at home and abroad Since the early 20th century, which contributes a large number of exceptional research about the correlation between strategies of male and female English learning and academic performance. What stand out is English words that exert an essential impact on English study process and strongly associated with the comprehensive outcomes. However, studies focus on two sexes’ English learning anxiety differences and senior high school English vocabulary learning are still relatively rare, especially for the combination of which two aspects. Thus, this work is devoted to make further understanding of the English vocabulary learning anxiety differences between two genders and possible factors involved. 64 second-grade students were selected and surveyed through a questionnaire adapted from Foreign Language Classroom Anxiety Scale by Horwitz and Likert to analyze relative anxiety feelings and attitudes towards domestic senior high school English vocabulary learning courses. The experimental results showed that: The English vocabulary learning anxiety of both male and female belongs to upper middle state while that of female students is slightly higher than the rest. External forces, students’ self-recognition and consciousness towards English learning are the main resources of anxiety.

Investigating learning burnout and academic performance among management students: a longitudinal study in English courses

Investigating learning burnout and academic performance among management students: a longitudinal study in English courses

An Analysis of Project Based Learning Application in Curriculum 2013

This paper describes how project-based learning application in the classroom towards Curriculum 2013. A brief analysis on how project-based learning as a learning method especially in teaching English for senior high school students in curriculum 2013 will be applied in this paper. In addition, Curriculum 2013 requires teachers to apply various scientific approaches to engage students' activeness and maximize their ability in acquiring the materials. As one of them is project-based learning. This paper applied qualitative descriptive method, which analyzes how the project-based learning will affect students' performance in learning English on senior high school students in 2013 curriculum. The writer analyzes several research that has been applied in the classroom towards the project-based learning application. The result shows that project-based learning improved and significantly influenced students' speaking ability, reading comprehension, writing ability, classroom activity, and critical thinking.

A Study on the Relationship between Foreign Language Enjoyment and English Learning Performance in Chinese Context: the Mediating Role of L2 Grit

A Study on the Relationship between Foreign Language Enjoyment and English Learning Performance in Chinese Context: the Mediating Role of L2 Grit

Research & practice of digital technology to boost the reform of English teaching in secondary vocational schools in key counties

There are many researches on the education reform of primary and secondary schools and universities in China, but there is almost no research on the reform of English teaching in secondary vocational education of key national minority counties in Guangxi. This paper discusses the introduction of innovative English classroom teaching models and teaching methods in developed areas, promoting the application of digital technology in secondary vocational English teaching, focusing on the reform of student-centered classroom teaching model, and improves the English learning performance and English level of secondary vocational students in key counties supported by the Nation. This article has mainly used data literature summarization, empirical research method, comparative analysis methods. It can get the result that basing on the requirements of secondary vocational talents under the background of digital age, this thesis extracts the core elements of improving the quality and level of English teaching in secondary vocational schools and carries out effective classroom teaching reform. There is practical significance for the new measures to improve the level of minority secondary vocational education and promote educational equity.

Exploration and Practice of English Civics Teaching Design in Colleges and Universities Based on Big Data Analysis

Abstract This study explored the cutting-edge methodology of integrating curricular Civics into teaching specialized disciplines in higher education, an essential trend for the future development of higher education. By applying data-mining algorithms, the article constructs a big-data analysis framework from the dimensions of students’ classroom behavior and performance. The fuzzy C-mean clustering algorithm was optimized using the cuckoo algorithm to effectively classify the characteristics of students’ behavior in the Civics classroom, and the attention-based hybrid encoder-decoder model was used to accurately predict students’ grades. After establishing a complete analytical framework, an innovative college English Civics teaching model was developed following the ASSURE teaching model. It was applied and analyzed for its effect in actual teaching. The study results show that, after the implementation of the English Civics and Politics course based on the ASSURE model, the average grade of the students increased by about 0.5 points. The grades were distributed between 80 and 95 points, significantly different from the pre-test grades (P<0.05). The prediction error was controlled to be less than ±2 points, which indicates that the teaching model had a significant teaching effect. This study not only improves English learning performance but also promotes the improvement of students’ performance in Civics, showing the great potential and value of integrating Civics curriculum into professional teaching.

LANGUAGE LEARNING THROUGH PLAY: A PSYCHOLOGICAL PERSPECTIVE FROM IBNU SINNA

Teaching and learning during the time of the pandemic are indeed challenging. It is not easy to sustain the interest of young children especially when teaching is done virtually. This paper explores the use of Ibnu Sina’s psychology in teaching young children during this difficult period using both f2f and virtual learning. Past practice that required children to memorize facts and follow rigid instructions no longer worked for 21st-century children. Active learning is done through freedom to move and think and very often, this is done through play. Ibnu Sina emphasised fun learning with the combination of music and play at a young age to create healthy physical, mental and moral growth for the children. This study is interested to measure the effect of fun learning in English language subject through online applications among children. A total of 140 middle and low-income school children from Perak participated in this study. The results stated that the children enjoyed learning English through games. Almost all of them were motivated and happy when rewarded for their correct answers done through a game online. Through this approach, they improved their pronunciation and increased their vocabulary. As a result, their overall performance in learning English also increased. The findings of this study echoed what was introduced by Ibnu Sina centuries ago that the use of play, music and physical activities was instrumental in young children’s overall growth.

POSITIVE LANGUAGE ATTITUDES AND MOTIVATION AFFECT STUDENTS’ PROFICIENCY AND PERFORMANCE IN LEARNING ENGLISH AS A SECOND LANGUAGE

Many factors affect someone's learning of English. It can be the learners themselves and their environment. Several students aim to achieve a high stage of proficiency in English, but various obstacles hinder their progress. Some positive and negative language attitudes affect students' achievement and performance in English. Negative language attitudes affect students' achievement and performance in English, such as feeling shy, lazy, or uninterested in practicing and using the language. In this journal the researcher would like to find and share how a Positive Language Attitude affects proficiency and performance in English. The researcher will use a qualitative approach to conduct a survey using questionnaires to collect the data and read through all the results of the questionnaires to draw some of the effects between positive language attitudes and motivation toward students' proficiency and performance in Learning English as a second language. There are 50 students from Pre-Elementary Class F at Universitas Klabat Manado which the researcher chose to be the participants. As a result, the students can increase their achievement and performance in English by having a positive language attitude and being highly motivated.

Professional Quality Development of English Teachers in Colleges and Universities Based on Network Learning Community

Abstract In this paper, we first construct an online learning community using the social network cascade model, giving the specific structure and specific roles of the model. Secondly, the social network cascade model is constructed by utilizing multi-sequence temporal coding, temporal bi-directional graph convolutional network and GRU encoder with an attention mechanism. Finally, the effectiveness of the model in the development of English teachers’ professional quality in colleges and universities is verified through the comparative validation of the model and the practical application of the network learning community. The results show that English teachers’ professional quality development scores are high, with a mean score of 5.554. The English posttest scores of the experimental class in the comparison experiment increased by 2.12 points compared with the previous test, with two-tailed Sig.=0.024>0.05. This shows that the network learning community can effectively improve the professional quality development of English teachers and further enhance the student’s English learning performance.

Assessing the Effects of Flipped Classroom to the Primary Pupils’ English Learning Performance

In this era, implementing technology in teaching and learning process without affecting traditional teaching method is very important in the 21st-century education system, which can prevent pupils’ from being outdated, as well as developing their thinking skills. Pupils in primary schools are having difficulty acquiring the fundamental abilities in the English language, encompassing speaking, listening, reading, and writing proficiencies. Therefore, it is crucial to identify effective strategies for enhancing the process of learning the English language within Malaysia's education system. This research concentrated on assessing the impact of Flipped Classroom learning on the English language proficiency of primary school students, specifically in four core language skills. In this quantitative analysis, 31 Year 3 students from a primary school located in the Kulai district were chosen through purposive sampling as participants in the study. Data collection involved surveys, pre-tests, and post-tests. The results indicated a moderately positive correlation between overall performance on these tests and a positive influence on Year 3 students' English skills in listening, speaking, reading, and writing. Additionally, students showed a strong positive acceptance of the Flipped Classroom learning method for these four essential English skills. However, it was found that the Flipped Classroom approach did not significantly alter the students' preferred learning methods. These findings suggest that the Flipped Classroom offers a valuable addition to the education sector, providing an alternative learning approach to enhance second language education and improving English language learning.

The construction of an intelligent English grading teaching model based on partial least squares method

Abstract Building an intelligent English grading teaching model helps to improve English teaching and students’ English performance in colleges and universities. In this paper, the PLS-ELM model is constructed from partial least squares as the base algorithm, the concept of an extreme learning machine is introduced, and the principal component score of the PLS algorithm is used to the number of neuron nodes of ELM, and then the adjustment of weights is realized. The principal components of PLS were used to analyze the selection of independent variables for the English-graded teaching model. The effectiveness of the English-graded teaching model was verified by comparing students’ satisfaction with teaching evaluation and performance after teaching implementation. Regarding student satisfaction, the percentages of those evaluated as very satisfied, generally satisfied, and dissatisfied were 53.71%, 32.86%, and 13.43%, respectively. Regarding students’ performance, the average score of students in the experimental group was 88.6, 14.62% higher than the English performance of the control group. This shows that the English grading teaching mode can improve students’ English learning performance, enhancing students’ own quality and professional ability, improving university English teaching, and cultivating students’ English application ability.

Research on the Relationship between Emotional States and English Learning

This paper explores the relationship between emotional states and English learning performance, aiming to provide insights into the mechanisms through which emotions influence language learning outcomes. The study examines the impact of emotional states on learning engagement and performance, language use and fluency, and investigates the strategies learners employ to regulate their emotions in English learning. The research design utilizes qualitative methods, including semi structured interviews, with a sample of students and teachers from Guilin Medical University. The findings reveal that emotional states significantly affect learning engagement and performance, with positive emotions enhancing motivation and active participation, while negative emotions impede engagement and hinder learning outcomes. Emotional states also influence language use and fluency, with positive emotions improving fluency and negative emotions hindering it. Learners employ various strategies, such as deep breathing exercises and seeking support, to regulate their emotions during English learning. Teacher support is identified as crucial in fostering emotional well-being and creating a supportive learning environment. Cultural and individual factors are found to shape learners' emotional responses in English learning. The results highlight the importance of addressing emotional states in English learning to enhance overall performance and wellbeing, and suggest the need for tailored interventions that consider cultural and individual factors. These findings have practical implications for educators and language practitioners, emphasizing the importance of promoting emotional well being and engagement in English learning contexts.