Performance Of Language Learners Research Articles

FOREIGN LANGUAGE ANXIETY AMONG ISLAMIC DEGREE STUDENTS: EXPLORING ITS IMPACT ON ACADEMIC PERFORMANCE AT THE TERTIARY LEVEL INSTITUTION

This study explores the prevalence and impact of foreign language anxiety (FLA) among Islamic degree students at a tertiary level institution in their English language learning journey. FLA is commonly characterized by uneasiness associated with learning a new or additional language and has been recognized as a psychological barrier in language learning. The study's primary objectives are to identify FLA levels among Islamic degree students and study the correlation between FLA and students' exam grades using the Foreign Language Classroom Anxiety Scale (FLCAS). Employing a quantitative approach, the study administered FLCAS questionnaires to 181 participants, and data analysis was conducted using SPSS. Results revealed that communication apprehension recorded the highest mean (3.43), signifying a high degree of anxiety among the respondents. Conversely, the remaining FLCAS components, namely test anxiety (mean = 3.20), fear of negative evaluation (mean = 3.40), and fear of English class (mean = 3.02), demonstrated an average level of anxiety. Overall, FLA among the Islamic degree students was generally rated at a moderate level (mean = 3.28). Furthermore, the subsequent correlation analysis between FLA and students' exam grades displayed a weak positive relationship (r = 0.184), suggesting that FLA may offer facilitative insights into language learning performance.

Effectiveness of Audio-Lingual Method and Communicative Language Teaching in Enhancing the English Language Grammar Proficiency and Attitude among Intermediate Chinese EFL Learners

The current study delved into examining the effectiveness of Audio-lingual Method (ALM) and Communicative Language Teaching (CLT) in developing the English language grammar skills and language learning attitude of EFL intermediate Chinese learners. The study employed a quasi-experimental research design in the two groups of 60 Chinese EFL middle grades. The study uses a quasi-experimental research method for two groups of respondents. Findings showed that the ALM and CLT are effective in enhancing the English language grammar proficiency and language learning attitude among Chinese EFL intermediate learners. The gender gap in language learning favors female respondents to exhibit better performance. Consequently, the EFL learners exposed to the Communicative Language Teaching method showed better language learning grammar performance compared to those in the Audio-lingual Method. Language grammar learning attitude is not affected by gender, implying that both sexes were able to obtain the same level of benefits of the ALM and CLT. Finally, the study further concludes that language proficiency is not associated to attitude towards learning grammar of the two groups of respondents after their exposure to Audio-lingual method and Communicative Language Teaching implying that regardless of the learners’ attitude towards learning grammar they are capable of manifesting better performance in language learning with the use of ALM and CLT. The theoretical and practical implications of the study are presented and discussed.

Assessment of a Flipped Classroom: An Innovative Method of Teaching English for EFL Undergraduate Students in Thailand

This article assesses flipped classroom, which is a modern-day teaching method for EFL undergraduate students in Thailand, and its effectiveness. The flipped classroom’s primary characteristics are outlined, including individualization features, flexibility features, differentiation features, and the opportunities students have to learn anywhere and anytime. The research uses a descriptive-analytical method with a quantitative and qualitative assessment control provided. This article seeks to estimate EFL students’ new experiences deriving from flipped classroom applications. It was completed by analyzing responses from the survey-based questionnaire of 80 EFL students at Chiang Rai Rajabhat University. Descriptive statistics and analytical methods were applied in order to verify the research. Flipped classroom applications were revealed to make the process of education both more effective as well as innovative, as EFL students’ language learning performance was enhanced, and both their motivation and participation was increased, as was their interest in English learning.

Writing Strategy, Influence of Social Media, Motivation for Reading: A Structural Model in Interpersonal Communication Skills

Aim: To identify the Model appropriate for evaluating students' interpersonal communication abilities.
 Study Design: Quantitative Causal Analysis.
 Place and Duration of Study: Region XII - SOCCSKSARGEN, Philippines, during the second semester of 2022
 Methodology: The data were collected using survey questionnaires to the 400 public senior high school students selected through stratified random sampling. Mean was used to evaluate the student's academic achievement, self-efficacy in language acquisition, test-taking techniques, and reading motivation. The association between reading motivation, self-efficacy in language learning, test-taking techniques, and students' academic performance was determined using Pearson's Product Moment association. Multiple regression was performed to identify the significant predictors of academic performance. The structural equation model was used to choose the best Model. Analysis of Moment Structure (AMOS) was used to conduct the Goodness of Fit Statistics for Alternative Models.
 Results: The findings showed that students had a high level of writing strategy; a moderate level of social media influence; a high level of motivation to read; and an excellent level of interpersonal skills. Moreover, the writing approach, social media influence, and reading motivation were significantly correlated with students' interpersonal communication skills. The best fit for the data was Model 5, which had consistent indices across all five analyzed models.
 Conclusion: The study's findings supported Vygotsky's Social Cultural Theory of Writing, emphasizing the role of motivation and social impact in students' communication skills development, and highlighted the importance of communication in fostering learning processes in the brain.

A game-based learning system based on octalysis gamification framework to promote employees’ Japanese learning

Using digital learning to assist in-service employees in promoting language skills has become an efficient way that can save training costs and profits. However, the employees’ language learning performance often is not as expected due to low learning motivation, willingness, and persistence. Therefore, this study developed a game-based Japanese learning system based on the Octalysis gamification framework proposed by Chou (2016) to facilitate enterprise employees’ learning effectiveness of Japanese as a second language (L2). All the eight core drives of the Octalysis gamification framework were adopted in the design of the learning functions and gamification mechanisms, including “epic meaning and calling,” “development and accomplishment,” “empowerment of creativity and feedback,” “ownership and possession,” “social influence and relatedness,” “scarcity and impatience,” “unpredictability and curiosity,” and “loss and avoidance.” This study used a true experimental design and recruited 54 Taiwanese employees from a Taiwan branch of an international Japanese business company to conduct a two-week experiment. The research participants were randomly assigned as the experimental and control groups respectively, using a Japanese learning system with or without a game-based design to support their Japanese learning. This study confirmed that the game-based Japanese learning system could significantly enhance the learners’ engagement in learning behaviors, learning performance, learning motivation, and immersion experience. In addition, for most learning functions designed by applying the core drives regarded as intrinsic motivators in the Octalysis gamification framework, the more frequently the learners used the functions, the better they performed in learning performance. Moreover, several learning functions designed by employing positive or negative motivators also had significant positive correlations between the number of use and learning performance. This study contributes to the digital game-based language learning field by applying the Octalysis gamification framework to design an effective game-based Japanese learning system for company employees and examine the correlations between the use of the learning functions and learning performance.

The influence of task complexity and task modality on learners’ topic and turn management

Abstract Peer interaction is examined as an important indicator of performance in task-based language learning. However, little research has explored learners’ interactional competence under the influences of task factors. This study investigates the effects of task complexity and task modality on learners’ interactional competence in terms of topic management and turn management. Four tasks were designed – written-simple, written-complex, oral-simple, and oral-complex – and 40 Chinese EFL learners completed them in counterbalanced sequences. The results showed the significant influences of task complexity and task modality on learners’ topic and turn management. Task modality and complexity interactively influenced learners when they were expanding on topics in the role of the current speaker. Considering the cognitive demands of increasing complexity and differences between the two modalities, this paper discusses the implications of the findings for developing L2 interactional competence in speech- and text-based interactions.

Study on the Relationship between Self-Control and CET-4 from the Perspective of Positive Psychology

In recent years, the perspective of positive psychology has been highlighted in the new trend of second language acquisition research. Self-control is one of the important variables that affect the success of second language acquisition by foreign language learners. Guided by June P. Tangney's theory of self-control, this study explores the relationship between self-control and CET-4 scores of 189 Chinese non-English majors. Its main contents include investigating the level of students' current self-control abilities; whether there are individual differences and gender differences; whether there is an imbalance in the five self-control dimensions; whether there is a correlation between students' self-control abilities and CET-4 test scores. The results show that: 1) Students' self-control abilities are at the middle and slightly higher level, and there are great individual differences; In addition, reliability shows the highest score, but work Ethic is the lowest. 2) Students' self-control, self-discipline, deliberate/non-impulsive action, health habits and work ethic are significantly and positively correlated with their CET-4 scores. 3)There is no significant gender difference between self-control and CET-4. This experiment proves that there is a correlated relationship between self-control and CET-4. Students may better understand their own self-control abilities, which can help them apply useful strategies to improve foreign language learning performance, thereby increasing the effectiveness of second language acquisition.

Exploring the Impact of Gamification on Language Learning Performance among Intermediate College Students: The Role of Motivation, Engagement, and Self-Reliance

This study examines the effect of gamification on the language learning performance of ESL learners, specifically looking at how gamification can enhance motivation, engagement, and self-reliance. A sample of 178 female intermediate college students completed a questionnaire adapted from a previous study, measuring gamification variables such as motivation, engagement, and self-reliance. Descriptive statistics and inferential statistics, including regression analysis, were used to analyse the data. Results showed that gamification significantly predicts language learning performance, with motivation, engagement, and self-reliance being important predictors. These findings suggest that gamification can enhance ESL learners’ language learning performance by increasing motivation, engagement, and self-reliance, highlighting the potential benefits of incorporating gamification in ESL instruction. Future recommendations include designing language learning activities that promote self-reliance and increasing motivation and engagement using gamification. Pedagogical implications of this study emphasize the importance of gamification in ESL instruction and its potential to improve language learning performance.

Exploring Errors Treatment Impacts on Undergraduate Learners in English Language Classrooms at Kohat University of Science & Technology, Kohat

The objective of this study is to develop a comprehensive understanding about the various impacts of language teachers’ written or oral corrective feedback techniques and strategies on learners’ language learning. This study also investigates learners’ attitudes and perceptions about their teachers’ corrective feedback strategies applied in the classrooms. Using inappropriate approaches in learner errors treatment process can hold back learner language learning performance in the classroom. This study employs mixed method approach by collecting data through questionnaire and interview. Quantitative data is collected from 219 students by using five-point Likert scale questionnaire. To determine the results, descriptive analysis and regression analysis is applied; while qualitative data is analyzed through thematic analysis. Research study concluded that teacher’s attitude and strategies during learner errors treatment process can cast enormous positive or negative impacts on learner language learning. Learners recommended appropriate and well accepted feedback strategies for their better learning in language classrooms.

Trending Topics about Performance in Second Language Learning

This article recomposes the background of this theme during the decade 2001 to 2011. This study aims to discover ten main current research trends of performance in second language from 2012 to 2022. It will search scientific articles in the Social Science Citation Index (WOS) and in the Educational Resources Information Center (ERIC) databases and discover which are emergently compared to the previous decade. Finally, the study discusses these topic trends, other alternates and transversal-related issues. It presents a critical vision of the state-of-the-art of the last 20 years, considering reference publications. The method is a documentary review that selects ten scientific articles from the last decade to discover deep trends. This documentary methodology differs from a systematic bibliographic review in that it allows selecting and delving deeper into the qualitative content of the articles. The WOS database is the most relevant and prestigious database that collects journals. Thanks to the quality system implemented, the articles published in these journals included in this WOS database ensure significant studies that ensure scientific contributions and discoveries in the field. The main results are ten recurring topic trends with the previous decade on language learning programs, evaluation, teaching strategies, communication and psychological approach, digital devices, teacher action, cognitive approach, speaking performance, motivation and instructional performance language. The major conclusions highlight emerging interdisciplinary approaches to different variables and the adaptive study of emerging technologies, such as AI, without great interest in linguistic or economic policy issues. However, searches on other academic platforms find a broader open debate for two decades with other contextual parameters about economic factors and language policy, such as the literacy of immigrants in L2 as a factor of social and economic interest, the formal programming of a second language in institutions to obtain employment, especially in the professional framework of international mobility. This means that the WOS database collects general trends in this investigated topic. However, it only partially collects the breadth of scientific interest generated as a result of the needs of the socio-economic context. Funding This work belongs to the R+D+I Project, funded by a national state call titled Multiliteracies for adult at-risk learners of additional languages (Multi-Lits). It is supported by the Spanish Ministry of Science and Innovation and the State Research Agency [PID2020-113460RB-I00].

THE CORRELATION LAW BETWEEN LECTURERS’ MOTIVATION AND ATTITUDE, AND THE PERFORMANCE OF UNDERGRADUATES IN FOREIGN LANGUAGE LEARNING

Motivation has remained a significant factor in foreign language learning; however, attention of researchers has consistently been focused on how motivated students perform exceptionally in foreign language learning. Lecturers also need motivation to effectively teach the students and communication efficiently with them, which is also a significant predictor of lecturers’ attitude towards the undergraduates. This article pursues an understanding of how motivation of lecturers correlates with undergraduates’ performance in foreign language learning. The article further gains insight on how lecturers’ positive or negative attitudes affects performance of learning in foreign language lecture halls. The study community include 250 lecturers in the department of foreign languages drawn across different universities globally, and 300 undergraduate students in foreign languages across different universities. Questionnaire was distributed electronically to the study respondents, and the responses were analysed using various statistical measures such as the calculation of the frequencies, percentages, mean, standard deviations and test of hypotheses with linear regressions. The findings indicate that over 74% of the study sample acknowledged that exceptional performance by undergraduates in their foreign language courses is indicative of a highly motivated lecturer. The result further revealed that 73% of respondents acknowledge that lecturers who exhibit strong motivation have a positive impact on fostering an interactive foreign language learning environment, ultimately resulting in improved academic outcomes. The findings of the study further revealed that more than 55% respondents acknowledged that the motivation level of lecturers is a robust determinant of their positive or negative attitudes in foreign language educational environments. It is thus recommended that university administrators must prioritize the motivation of lecturers in foreign language, if they must produce highly performing undergraduates.

Affective factors influencing students’ second language acquisition during the war

The article focuses on the impact of affective factors on second language acquisition during the Russia-Ukraine war and the impact it has on the Ukrainian education system. The study aims to investigate how emotions such as anxiety, stress, and depression impact language learning and to identify tools for educators to measure the affective filters of students. The study is based on Krashen's Affective Filter Hypothesis and adopts a qualitative phenomenological design. The data was collected from 32 Bachelor students at Taras Shevchenko National University of Kyiv through an online multidimensional Anxiety-Stress-Depression Test and open-ended questions. The results indicate that the students’ emotional state, such as increased levels of anxiety, has a significant impact on their language learning performance and reduces their cognitive resources for focus and learning. The study highlights the importance of considering students’ affective factors in language teaching and the role of teachers in creating a supportive and collaborative learning environment to reduce anxiety and promote self-efficacy. The conclusion emphasizes the complexity and uniqueness of each student’s experience and the need for appropriate supports to mitigate the effects of adversity and promote positive potential.

Revisiting the Significance of ZDP and Scaffolding in English Language Teaching

This study aims to describe the definition and application of ZPD and scaffolding in English language instruction. This study is a critical review that focuses on how ZPD and scaffolding can be used to construct and structure curriculum materials. Scholars and practitioners in the field of language learning have always sought to develop a theory to facilitate the learning process for students. Some academics have focused on ways to improve students' performance in language learning or how teachers might facilitate the language-learning process. To genuinely know what to help with and how to aid, language teachers must be aware of their students' capacities. The instructor should view students as distinctive individuals with distinct needs, identities, and skills. Teachers should recognize what children can perform alone and what they need assistance with. To empower the teacher, Vygotsky (1978) proposed the Zone of Proximal Development (ZPD) and Scaffolding theories. In this study, we endeavor to examine the theory of ZPD and Scaffolding. Secondly, we apply this idea to the context of language teaching and learning. Lastly, we discuss the significance of these theories for language learner identity.

Exploring Foreign Language Anxiety in China

Foreign language learning anxiety has been a heated topic in academia in recent years which explores the relationship between foreign language learning anxiety and test scores. Most researchers use Horwitz’s FLCAS foreign language classroom anxiety scale to research selected students and then analyze the data to draw conclusions. However, although there are many previous studies in terms of foreign language anxiety, there are still few studies on foreign language learning anxiety among Chinese college students, and most researchers focus on middle and high school students and ignore college students' foreign language learning anxiety. In view of this, this literature review draws on the previous research experience and is based on the relevant theories of foreign language learning anxiety, focusing on the correlation between foreign language learning anxiety and college students' foreign language learning performance. Therefore, this study will provide some implications and solutions for Chinese college students to reduce their foreign language anxiety.

Designing Group Tasks in Online Task-Based Language Teaching Environments

The design of online task-based language learning (TBLT) tasks encompasses the design of activity, settings, procedures, and participants. Previous empirical studies have conducted an extensive investigation on each design factor; however, an effective design of the online environment is built upon the interplay between the consideration of task types, online learning modalities, task implementation, and the participant background. A systematic review is needed to examine the potential synergistic effects of task design factors on students' online language learning experiences. The study investigated the current trends in the design of group TBLT task types in online settings and how task types and design features (modalities, participants, and task implementation) jointly influenced the language learning experience. The analysis revealed eight popular task types and synthesized how the design features affect language learning engagement and performance. The authors further discussed implications for future online TBLT task design and research.

A Review of Research on Learning Style

“Learning style” was proposed in the study of English as a native language by American scholar Thelen in 1954, and then developed into the study of English as a second language. In China, learning style started to be studied relatively late, which was developed on the basis of referring to the concept of learning style in western educational psychology. Chinese experts in the field of education have devoted themselves to investigating the individual differences of learners. In 1994, studies were carried out on learning style, focusing mainly on its classification, the relationship between learning style and language learning performance, etc. Studies have shown that the learning efficiency of learners can be promoted by providing them with appropriate learning content organization methods according to their different learning styles. These studies are of great significance for future research on the acquisition and teaching of Chinese as a foreign language.

A CHAID tree approach to motivation and academic performance in second language learning

A CHAID tree approach to motivation and academic performance in second language learning

A Chaid Tree approach to motivation and academic performance in second language learning

The findings of a study on the importance of affective motivation in learning a second language are presented in this article (L2). The study included 171 US university students who studied Spanish, German, Italian, or Japanese as a second language. The Dörnyei motivating model was used to create an online questionnaire, and the Chaid Tree predictive model outlined the most important variables that influence the Motivation to continue studying a second language. The findings show that the variables 'projection of intended effort' and 'ideal self' is both positively and significantly connected to students' academic achievement and their intent to enrol in future foreign language programs. The deontic self, or ought-to-self, on the other hand, had no significant correlation with any of the other factors studied. There were no significant differences in gender in the cross-sectional analysis of age and gender, but there was a negative and significant link between age and academic achievement, as well as a positive and significant association between age and predicted effort.

Zastosowanie nowych technologii podczas pracy nad wzbogacaniem słownictwa języka obcego (na przykładzie wybranych portali edukacyjnych i aplikacji mobilnych)

The purpose of the article is to analyze the possibilities of using new technologies in learning foreign language vocabulary. The analysis is based on both educational portals, mobile applications and survey data. The possibilities of using selected online tools to increase students’ motivation and improve their performance in foreign language learning are pointed out. The main difficulties of integrating these tools in the teaching and learning process were also pointed out. It was concluded that the systematic use of some educational portals and mobile applications, both in and out of the classroom, during individual work will allow students to increase their learning efficiency and help them memorize language vocabulary.

Perceptions of Postgraduate Students Towards the use of Kahoot as A Formative Assessment Tool in an English Language Course

One of the transformations of the past decade has been the rapid and increased integration of the Internet and technological tools, particularly mobile-assisted learning (MAL) and gamification tool such as Kahoot, into EFL classrooms from across the world. Studies have shown that the gamified elements of such tools as Kahoot can enhance language learning performance and be utilised as influential teaching and assessment tools in language classrooms. Nevertheless, its application is yet quite new to EFL Kurdish classrooms; as observed, very few university instructors employ it. Furthermore, the acceptance of technological tools in general and Kahoot in particular by students and their perceptions towards its use is deemed significant due to its strong correlation with the overall language learning performance. Kahoot has been extensively researched in various educational contexts. Nevertheless, no study has reported students' perceptions of its use in EFL Kurdish classes. Therefore, the present study aimed at tackling Kurdish postgraduate students' perceptions towards implementing Kahoot in a six-week English language course and detecting their performance on Kahoot throughout the course, as well as showing gender differences in their perceptions. The study adopted a 24-item questionnaire on a 5-point Likert scale embedded in it two open-ended questions and students’ grades in the course. Almost all the students accepted the application and reported positive perceptions of using Kahoot in the course. However, Kahoot might lead to frustration and torpor on the students' part if not timed and designed correctly.