Role In Language Learning Research Articles

Students’ Perceptions of Using Reciprocal Teaching Groups Strategy in Extensive Reading Activities

Reading plays a pivotal role in language learning, particularly in acquiring proficiency in English. However, Indonesian secondary students often struggle with comprehending reading materials due to their difficulty level exceeding their proficiency and a less conducive learning environment that contributes to disengagement. This gap in reading comprehension prompted the initiation of this research, which aimed to investigate how reciprocal teaching groups could enhance extensive reading activities for students. This research conducted qualitative methods within a microethnography framework, the study engaged six junior high school students as participants. Data collection involved observations, interviews, and students' reflective journals to gather comprehensive insights. The results highlighted that implementing reciprocal teaching group strategies positively impacted students' motivation and comprehension levels during reading activities. Moreover, these strategies fostered a more interactive and independent learning atmosphere, addressing the monotony often associated with traditional reading sessions. By actively involving students in reciprocal teaching groups, they were able to deepen their understanding of the study materials more effectively. Thus, the findings suggest that integrating reciprocal teaching group strategies is a beneficial approach to enhancing students' learning outcomes in extensive reading. This research underscores the potential of collaborative learning methods in improving reading proficiency among secondary school students, offering insights into how educators can innovate teaching practices to better support students' language learning needs.

Cultivating global citizenship: The role of language learning in IB education

Cultivating global citizenship: The role of language learning in IB education

Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach

This study pioneers the use of the idiodynamic approach to investigate the dynamic interplay between motivation and anxiety in Chinese learners of English as a foreign language (EFL) during listening tasks. Despite the acknowledged importance of understanding moment-to-moment fluctuations in language learning motivations and emotions, research has yet to explore these dynamics within listening comprehension contexts using this approach. To address this gap, the authors enlisted five Chinese EFL learners to examine how motivation and anxiety fluctuate and interact during two distinct listening activities: a multiple-choice English listening test and a listening practice task. Utilizing the Anion Variable Tester V2 software, we captured real-time changes in participants’ motivation and anxiety levels, offering a novel lens through which to view these psychological dynamics. Quantitative analysis, including Pearson correlation per task, Pearson correlation in segment, and moving correlation analysis, revealed significant variations in the relationship between motivation and anxiety across individuals and tasks and patterns of positive, negative, and non-significant correlations emerging within tasks. Qualitatively, the study identified that the factors interactively influence the fluctuations of motivation and anxiety. These findings contribute to our understanding of motivation and anxiety’s nuanced roles in language learning and underscore the value of the idiodynamic method in capturing these complex psychological processes. The implications of this research extend to developing more responsive and emotionally attuned language teaching practices.

Bosna Hersekli Lise Öğrencilerinin Yabancı Dil Olarak Türkçe Öğrenme Sürecinde Pratik Yapma ve Kültürel İlgiye Yönelik Tutumları

The aim of this study is to analyze the attitudes of Bosnian students towards Turkish culture and language practice during the Turkish language learning process. The research examines the students' interest in Turkish, the difficulties they encounter during the language learning process, and the strategies they use to overcome these difficulties. In particular, the students' views on practicing speaking Turkish and their interest in Turkish culture are emphasized. How Bosnian students evaluate opportunities to practice while learning Turkish and to what extent they are motivated for this process. The research was conducted using a qualitative method and student opinions were collected and analyzed. Data were collected through closed-ended questions directed to the students and evaluated using the content analysis method. It was revealed that the majority of the students were interested in Turkish and Turkish culture, but some students were hesitant to practice speaking due to reasons such as the complexity of the language or lack of self-confidence. However, it was determined that practicing plays a critical role in language learning and is seen as an important opportunity for students to develop their language skills. It was emphasized that personal motivation and cultural interest are important elements in the language learning process. Keywords: Secondary school students, Turkish as a foreign language, practice and cultural interest, Bosnia and Herzegovina, attitude

Impact of Video Podcasts on Speaking Proficiency in Indonesian Higher Education: A Study of Diverse Learning Styles

This study investigates the effectiveness of video podcasts as a supplementary tool for enhancing speaking proficiency among second-semester higher education students majoring in English, with varying learning styles. It examines the impact of video podcasts on speaking proficiency across visually-dominant, auditory-dominant, and kinesthetic-dominant learners and explores the differences in effects among these three learning styles. It involved 42 respondents, specifically within an Intermediate Speaking course, categorized into three groups based on their dominant learning styles: visual, auditory, and kinesthetic. Data were analysed through paired sample t-tests and one-way ANOVA. The result shows that visually-dominant learners improved from a pretest mean of 60.24 to a posttest mean of 67.48 (p = .000), auditory-dominant learners increased from 60.36 to 66.73 (p = .001), and kinesthetic-dominant learners showed an increase from 64.33 to 72.83 (p = .022). Despite these improvements, the one-way ANOVA indicated no statistically significant differences in the level of improvement among the three learning styles (p = .707) which implies that video podcasts are effective across different learning styles. This study’s findings contribute to the understanding of multimedia tools' role in language learning and the positive impact of utilizing video podcasts on speaking proficiency. The flexibility of video podcasts enables students to learn at their own pace, revisit content, and receive personalized feedback, which can be particularly beneficial for students with different learning styles.

EFL STUDENTS’ ATTITUDES IN TERM OF MOTIVATION TOWARDS THE USE OF CONVERSATION VIDEO ON LISTENING PERFORMANCE

Although listening skill is considered as a tough skill, there are some ways to practice or improve listening skill such as watching English programs, movies, listening to English radio and native speaker. Furthermore, Herron, York, Corrie, and Cole (2006) stated that students who practice their listening skill through videos can improve their listening comprehension. Using videos in English learning surely can attract students’ interest to watch the videos. However, motivation also plays a pivotal role in language learning, within each, motivated learners being more likely to attain their educational objectives compared to those lacking motivation. This research is intended to explore EFL students’ attitudes in term of motivation towards the use of conversation video on listening performance. A ten-item questionnaire was distributed to 36 students. The findings shows a high consistency noted within the intrinsic and extrinsic motivation category (α = .663), which indicates that most participants perceive positive attitudes regarding intrinsic and extrinsic motivation towards using conversation videos to enhance listening performance.

RELATIONSHIP BETWEEN SOFT SKILLS AND LANGUAGE LEARNING

Soft skills play a crucial role in language learning, as they contribute significantly to a learner's ability to effectively communicate, collaborate, and adapt in a multicultural and multilingual environment. This paper explores the intricate relationship between soft skills development and language acquisition. By analyzing the impact of soft skills such as communication, critical thinking, empathy, and cultural awareness on language learning outcomes, this study aims to shed light on the importance of integrating soft skills training into language education programs. Through a review of relevant literature and case studies, this paper highlights the positive influence of soft skills on language proficiency, intercultural competence, and overall learning success. The findings underscore the need for educators to foster the development of soft skills alongside language skills to empower learners to thrive in diverse linguistic contexts. Soft skills are essential to language learning success because they improve learners' ability to communicate effectively, collaborate, and adapt to diverse cultural and linguistic environments. This article explores the significance of language acquisition through soft skills using a questionnaire comprising 14 questions categorized into 3 main sections. Each section contains 4 questions about a particular aspect that was randomly assigned. Responses were gathered from a diverse sample of individuals from universities and colleges in Kazakhstan. The findings of this study offer a preliminary investigation into the effectiveness of language learning through soft skills and suggest potential avenues for future research.

ASSESSING VOCABULARY LEARNING STRATEGIES OF ESL UNDERGRADUATE STUDENTS

Despite playing a crucial role in language learning, vocabulary knowledge is often not emphasised in the classroom setting, and even more so in English as a Second Language (ESL) classrooms. As language instructors, investigating students' vocabulary learning strategies (VLS) helps in understanding how the students develop their vocabulary knowledge, hence giving language instructors insights on appropriate activities during the language learning process that encourage active learning. This study was therefore done to assess VLS used by ESL students from Business Management faculty in a public university in Melaka, Malaysia. In this quantitative study, a purposive sampling of 36 students in an intact group was given an adapted version of Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) consisting of 39 items. The data gathered was then analysed through statistical analysis (SPSS). The results of the study revealed the most and least preferred VLS among the participants. An observable difference in the least preferred VLS was also found among the male and female participants. The study thus concluded that assessing students’ VLS is necessary in planning suitable vocabulary activities that can cater to them.

Foreign language learning boredom: Refining its measurement and determining its role in language learning

AbstractThis cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) and examine its links with overall/skill-specific second and foreign language (L2) achievement (curriculum-based course exam scores) and proficiency (Cambridge English test scores). In Substudy 1, we developed and validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary and tertiary English as a foreign language (EFL) learners in China (n1 = 2,223, n2 = 504, n3 = 934, n4 = 1,109). The scale showed sound psychometric properties (i.e., construct/criterion/convergent/discriminant/predictive validity, reliability, and measurement invariance across time and groups). In Substudy 2, structural equation modeling results show that FLLB had a consistent modest negative effect on overall and skill-specific (vocabulary and grammar, listening, reading, and writing) L2 achievement and proficiency (n4 = 1,109). Substudy 3 was a 12-month three-semester longitudinal investigation (n4 = 1,109). Cross-lagged panel modeling results show that L2 achievement predicted subsequent FLLB negatively, while FLLB did not predict subsequent L2 achievement.

Exploring the Perception and Attitude of Engineering Students towards Communication Skills Course

This study explores the perception and attitude of engineering students in Accra Technical University towards Communication Skills as a course. Attitude towards Communication Skills is an important concept because it plays a key role in language learning, as well as career performance. However, with the ever-growing age of globalisation, international and cross-cultural communication, the need for communication skills has increased, especially among engineers who feed on ideas from local and international collaborations. It has become imperative for engineering graduates to acquire a range of skills to maintain relevance with the global setting of the new era. Communication skills is one of the vital skills recognised by academia and industry alike. This quantitative study examines students’ perception and attitude towards communication skills as a course, and bring to bear some reasons for the perceived poor performance in the course. The research instruments used to collect data were questionnaires and observation. The study observed that most of the students in the first year of their study had negative perception and attitude towards communication skills, contrary to students in the final year who had positive responses towards the course.

Algorithm Design and Implementation of Automatic Assessment and Expansion of English Vocabulary

Automatic assessment and expansion of English vocabulary play a crucial role in language learning and proficiency evaluation. In this paper, we propose the use of an Optimized Bi-directional Long Short-Term Memory Deep Learning (Obi-LSTM-DL) model for these purposes. We conduct experiments using a comprehensive vocabulary dataset and evaluate the model's performance across various scenarios. The results demonstrate the effectiveness of the Obi-LSTM-DL model in accurately assessing vocabulary proficiency levels and expanding vocabulary knowledge. Through optimization experiments, we show that increasing the vocabulary size leads to improved model performance. Additionally, the model's proficiency level assessment capability allows for tailored instruction and support for language learners. Comparative analysis with baseline models further confirms the superiority of the Obi-LSTM-DL model. The results demonstrate the effectiveness of the Obi-LSTM-DL model in accurately assessing vocabulary proficiency levels and expanding vocabulary knowledge. Through optimization experiments, we show that increasing the vocabulary size leads to improved model performance, with an average increase in accuracy of 1.5% for every 1,000 words added to the vocabulary. Additionally, the model's proficiency level assessment capability allows for tailored instruction and support for language learners. Comparative analysis with baseline models further confirms the superiority of the Obi-LSTM-DL model, with an average increase in accuracy of 3.2% over traditional models.

Using Speech Recognition Algorithms to Improve Listening Training in College English Listening Instruction

English listening proficiency plays a crucial role in language learning and communication. Speech recognition algorithms can significantly enhance listening training in college English instruction by providing personalized and interactive learning experiences. These algorithms can transcribe spoken English passages, allowing students to receive immediate feedback on their comprehension and pronunciation. Additionally, they can generate exercises tailored to individual proficiency levels, offering targeted practice in areas needing improvement. Incorporating speech recognition technology into listening instruction not only promotes active engagement but also enables instructors to track students' progress more effectively. This paper proposed a novel approach leveraging Generative Adversarial Networks (GANs) within an Optimized Edge Computing (OEC) framework to enhance College English Listening Instruction through speech recognition. Traditional methods for English listening instruction often face challenges in providing authentic and personalized learning experiences. To address these limitations, we harness the power of GANs to generate synthetic speech data that closely resembles real-world English speech patterns. By integrating GANs with OEC, we achieve efficient processing of speech data at the edge, minimizing latency and bandwidth consumption while ensuring real-time feedback and interaction. Through extensive experimentation and analysis, demonstrate the superiority of our GAN-OEC framework over traditional baseline models and other speech recognition algorithms. Results demonstrated that the proposed model achieves an average accuracy of 90.6%, a fluency score of 8.5 out of 10, and a pronunciation accuracy of 84.6%. These results highlight the transformative potential of GAN-OEC in revolutionizing English instruction and language learning outcomes in educational settings.

Utilizing Wordwall.Net on the Improvement of Students’ Vocabulary Mastery: An ICT-Based Lesson

The utilization of Information and Communication Technology (ICT) holds an important role in language learning, as it stimulates students’ enthusiasm for studying, encourages lifelong learning, enhances critical thinking skills, grants learners more autonomy, confidence, and motivation. In the EFL classroom, vocabulary mastery is one of the most important yet difficult language components especially for young learners to master. This study aimed to examine how vocabulary mastery of 7th grade students in one of public junior high schools in east Java, Indonesia were affected by ICT-based learning through wordwall.net. The study employed a one-group pre-test-post-test experimental design, with the numbers of 32 students. The participants were chosen through the purposive sampling technique. Pre-test and post-test were used to measure a student's vocabulary mastery before and after the treatment using wordwall.net. SPSS 21.0 was used for data analysis to find out whether the students’ vocabulary mastery get improved or not. The findings indicated that after using wordwall.net as the ICT based learning media, students' vocabulary mastery significantly improved. The improvement can be proven through the average pre-test score of 57.03 to the average post-test score of 77.34. In terms of the implementation, the usage of appropriate learning media, and student enthusiasm during the learning process are the reasons for the improvement of their vocabulary mastery.

Reflection in Pixels: Scrutinizing Students' Perspectives on Digital Reflective Journals

Reflection plays an important role in language learning. Through reflection, students are encouraged to learn how to learn to acquire deeper learning. This study investigates students’ perceptions of digital reflective journals as a means of reflective practice in their ESP classroom. This study involved 45 students who enrolled in a Business English class where they were required to write reflective journals digitally at the end of the teaching and learning process. This study used questionnaires and semi-structured interviews as the instruments to collect the data. The quantitative data from the questionnaire were analysed with the assistance of SPSS to examine the frequency of students’ responses to each statement listed on the questionnaire. Meanwhile, the qualitative data from semi-structured interviews were analysed through the steps of data condensation, data display, and conclusion. The findings of this study revealed that students admitted to the beneficial roles of digital reflective journals. It helped them raise their self-awareness, and develop their critical and problem-solving skills. Besides, they also assumed that writing reflective journals digitally was more convenient because it offered ease of access and flexibility. Therefore, digital reflective journals can serve as valuable tools to improve the quality of language learning that can be considered to be utilized in language classrooms.

Level of Mastery of Malay Vocabulary among Non-Native Students in Form One

Vocabulary plays an important role in language learning because it is the basis for mastering the language, especially for non-native speakers. Students face challenges in mastering vocabulary in Malay. This study aims to determine the level of vocabulary mastery in learning Malay among non-native speakers. This study involved a total of 254 students from 10 secondary schools in the Pudu and Bangsar areas of Kuala Lumpur through purposive sampling. Research findings were analyzed using SPSS software version 27.0. The findings of the study show that overall, the level of vocabulary mastery is moderate except that the verb group is high and the adjective group is low among non-native speakers. This study suggests that the aspect of vocabulary teaching should be given attention in Teaching and Learning activities starting from primary school.

Small Group Conversations in a POGIL-Based Class: How English Learners Engage in a Joint Knowledge Construction Process to Reach a Shared Understanding.

Collaboration is an aspect of engagement that focuses on learning through group work and having discussions with other learners. Active learning approaches are a way to foster collaborative engagement because they provide more opportunities for interaction among learners. Process Oriented Guided Inquiry Learning (POGIL), a socially mediated active learning approach, uses verbalizing and discussing ideas with peers in small groups to reach a shared understanding. Due to the growing number of immigrants in the United States, the number of English Learners (ELs) in American classrooms has been increasing rapidly. ELs encounter challenges such as unfamiliarity with American science class norms and expectations, feelings of not being valued and socially accepted, and instructors' lower expectations of them. These challenges can impact this group of students' learning and achievements. Previous studies have discussed that learning chemistry can be more challenging for EL students due to the critical role of language in learning. We argue that ELs use discourse moves differently compared to non-ELs in a POGIL-based class in terms of engaging in conversations that can lead to a shared understanding at the group level through a joint knowledge construction process. Our findings indicated that, in our sample, ELs were less likely to engage in discursive moves than non-ELs. This difference may result in missed opportunities for a shared understanding and joint knowledge construction. In addition to differences between EL and non-EL students in our samples, we also found differences between EL students who attended K-12 schools in the United States compared to international EL students. Implications for future studies of these possibly distinct EL populations are considered.

Bidirectional Influence Between Emotions and Language Achievement Based on the Control-value Theory

Emotions play a crucial role in language learning, influencing learners’ motivation, engagement, and ultimately, their academic achievement. This paper examines the bidirectional relationship between emotions, particularly Enjoyment, Anxiety, and Boredom, and language achievement based on the Control-Value Theory (CVT). Drawing on theoretical frameworks and empirical research, the study explores how emotions and language proficiency interact, shaping students’ learning trajectories. By considering the complex interplay between affective states and academic outcomes, educators can develop more holistic approaches to language instruction and support, fostering positive emotional experiences and optimizing students’ language learning journeys.

EFL students’ motivational currents during Extensive Reading Programs: A retrodictive qualitative modelling

Motivation to read, the driving force to achieve one’s reading goals, plays a significant role in language learning as it relates to reading engagement and achievement. Its presence is prominently necessary for a longer learning period. This article explores the features of nine pre-service students’ motivational currents and how their motivation changes throughout the task performance in Extensive Reading Programs (henceforth ERPs). Data were collected from diaries, and a retrodictive qualitative model was applied to recount the experiences of the student participants’ motivational currents following Dörnyei’s Directed Motivational Currents (DMC). Themes of diaries and interviews were generated following the Interpretative Phenomenological Analysis. The findings show that the features of DMC are salient and functioning throughout the student’s learning experiences and facilitate the construction of their future identity as readers. Four patterns of motivational currents during the students’ learning were a steady wave, slight wave, moderate wave, and great wave patterns. The variability and stability of task performance motivation indicate that students’ motivational trajectories are unique, conditional, and context-bound. Identifications of the sources of motivators and demotivators provide hints for designing more engaging classroom activities, enriching the task features, and sustaining students’ motivation. This study concludes with possible directions for future motivation research.

Exploring the Pedagogical Significance of Grammar: A Comprehensive Review of Its Role in Language Learning and Teaching

In the contemporary era of interactive language instruction, there are several language instructors and students who think that grammar is not necessary when it comes to communication. On the other hand, some specialists maintain that grammar continues to be an essential component in the development of language learning capabilities among students. This review paper aims to explain the role of grammar as a set of rules that governs the structure and formation of sentences in a language. It is helpful because it provides a framework for effective communication by ensuring clarity, coherence, and precision in written and spoken language. A comprehensive investigation is carried out to investigate the significance of grammar in the process of language acquisition and pedagogy, as well as the methods that may be used to successfully include grammar training in language instruction. This review is based on the latest perspectives and findings of several researchers. The findings indicate that grammar encompasses more than a mere compilation of rules or structures. Moreover, possessing a comprehension of grammar might enhance the proficiency of English learners in the process of acquiring it as a foreign language.

EFFECTIVENESS OF POWERPOINT PRESENTATION ON VOCABULARY RETENTION OF EFL FIRST-YEAR STUDENTS’ READING COMPREHENSION

Vocabulary learning plays an important role in language learning. To many language learners, lack of vocabulary is one of the biggest obstacles that prevent them from mastering the language. Moreover, there have been a lot of studies conducted to find out the way to help language learners acquire and retain learned vocabulary. Among them, PowerPoint is suggested by many researchers as one good way to help learners learn vocabulary retention through reading comprehension. The purpose of this study was to investigate the effect of PowerPoint on vocabulary retention in reading comprehension of EFL (English as a Foreign Language) first-year students at Long An University of Economics and Industry (DLA), Long An Province, Vietnam. Besides, this study investigates learners’ attitudes towards the use of PowerPoint in learning vocabulary. The participants were 60 non-English major students at DLA. Two instruments were (1) the tests on English vocabulary, (2) the questionnaire on the participants’ attitudes towards the use of PowerPoint in teaching and learning vocabulary, were investigated. The results demonstrated a significant difference in learners’ vocabulary retention: the participants in the experimental group remembered vocabulary longer than those in the control group. The study showed that the learners had positive attitudes towards the use of PPT (PowerPoint Presentation) in learning vocabulary retention.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0053/a.php" alt="Hit counter" /></p>