Language Learning Skills Research Articles

Appreciative Inquiry into Implementing Artificial Intelligence for the Development of Language Student Teachers

The current study investigates the perceptions of four student teachers of implementing AI tools for designing ELT lessons into their microteaching sessions. The professional development of student teachers achieved via adapting AI tools has not been widely investigated, since the majority of available studies focus on the students’ learning of language skills with AI tools. This study follows the appreciative inquiry approach that emphasises positive teaching practices, aiming to foster sustainable professional development. The participants of the study were MA student teachers studying the Advanced Teaching Practicum course at a Saudi university over one academic semester. Their experiences of designing ELT lessons for their microteaching sessions were reflected upon in reflective journals and a BlackBoard forum. The qualitative analyses of the journals, the forum and lesson plans revealed that the participants appreciated using AI tools, despite the few challenges that occurred. This study demonstrates the participants’ independent efforts that led them to use AI tools that have not been addressed by ELT researchers. The authors hope that this study will enrich ELT practices, assist AI designers in developing their designs by understanding teachers’ experiences and contribute to a sustainable educational future.

THE NATURE, CHARACTERISTICS AND IMPORTANCE OF REFLECTIVE PRACTICE IN FOREIGN LANGUAGE LEARNING AND TEACHING

The following article discusses the characteristics and nature of reflective skills in foreign language teaching and learning. The formation and development of reflective abilities focuses on planning, analyzing the educational process, working on mistakes, and working on difficulties and problems that may arise in the future process of education.

Nexus of Classroom Environment and English Language Learning Skills in Higher Education in Pakistan

This study has been designed to examine the nexus between classroom environment and English language learning skills among students in higher education in Pakistan. It has been observed that the classroom environment has a favourable effect on students' language learning not only at school and college levels but also at the university level. A quantitative approach was used for this study. The students of the BS (4 Years) program constitute the population of the study. Cross-sectional research has been conducted, and a well-structured questionnaire has been used as a tool for data collection. The measuring tool consists of different variables, including identification, socio-demographic characteristics, classroom environment, and English language learning skills. A pilot test was done for 30 randomly selected students and the value Alpha was reported to be above .700. A statistics analysis was conducted, including the Normality test and Kendall’s tau_b test. The study findings revealed that the classroom environment favourably affects the English language learning skills of the students at the tertiary level. The results of Kendall's tau_b test confirm the positive correlation between variables (classroom environment and English language learning skills).

Teaching Spaces in Pakistan: A Case of English Language Learning Skills at Tertiary Level

This study examines English language learning skills among students at the tertiary level, specifically in teaching spaces. A quantitative approach has been used in this study. The students of the BS (4 Years) program constitute the population of the study. Cross-sectional research was undertaken, and a structured questionnaire was used to collect the data. The measuring tool consists of different variables, including identification, socio-demographic characteristics, teaching spaces, and English language learning skills. A pilot test was done on 25 randomly selected students, and the value of Alpha was reported as above .721. A statistics analysis includes the Chi-Square test and Independent Sample T-test. The findings of the study revealed that the teaching spaces have a favourable effect on English language learning skills among students at the tertiary level. The results of Chi-Square confirm an association between variables (teaching spaces and English language learning skills). Similarly, the independent sample T-test asserts that there is a significant difference in physical infrastructure, presentation assignment activity, and study support material among male and female students for English language learning in higher education in Pakistan.

Pengaruh Media Audio Visual Terhadap Keterampilan Menyimak Siswa pada Pembelajaran Bahasa Indonesia Kelas V di Sekolah Dasar

This research aims to find out whether there is an influence of audio-visual media on listening skills in class V Indonesian Language subjects at elementary school. This research has several problems, namely the low level of listening skills in Indonesian Language learning which is caused by a lack of maximizing learning methods and media as well as a lack of student involvement in the learning process. This research is a quasi-experimental quantitative. This research sample used Purposive Sampling Technique which consisted of two classes, namely class V A with 23 students as an experimental class using audio visual media and class V B with 23 students as a control class without using media. The data collection technique used in this research is a multiple choice test. The results of the research in the experimental class were with an average pretest score of 57.97 and an average posttest score of 83.19. From the t-test hypothesis, the value of tcount is 8.653 > ttable 1.679 at the significance level (α) = 0.05 and df (n1=n1) -2 = (23+23)-2= 44. This means that H1 is accepted and H0 is rejected. So, it can be concluded that there is an influence of audio-visual learning media on students' listening skills in class V Indonesian language learning at elementary school for the 2023/2024 academic year.

The Influence of Digital Literacy by Utilizing YouTube toward Students’ Speaking Ability

Speaking is a complex skill in language learning, influenced by various internal and external factors. Learners often encounter challenges related to motivation, confidence, interest, environment, mother tongue use, and teaching methods. This research investigates the impact of using YouTube as a learning medium to enhance speaking skills in grade XI students at SMAN 1 Kaliwiro. Specifically, the study aims to (1) analyze the influence of digital literacy, facilitated by YouTube, on the speaking abilities of grade XI students and (2) compare the speaking abilities of students taught using YouTube to those taught using traditional methods. A quantitative experimental design was employed, involving 66 students (33 in class XI Science 2 and 33 in class XI Science 3). The school-based oral assessment (SBOA) form measured pre-test and post-test speaking performance. An independent sample t-test analysis was conducted using SPSS to compare the results. The findings reveal that students taught using YouTube demonstrated a moderately effective improvement in speaking skills, as indicated by a Normalized Gain Test score of 64.13 (64%). These results suggest that YouTube can be an effective tool for enhancing speaking abilities in language learners.

Use of Worksheet on the Development of the Writing Skill in English Language Learning

The worksheet is an invaluable tool for developing English writing skill, encompassing grammar, vocabulary, reading comprehension and creative writing exercises, which can be adapted to different skill levels. The aim of this study is to evaluate the impact about the use of the worksheet on ninth and tenth grade students; focusing on the development of writing skill. Methodology: it is a qualitative-quantitative research using the inductive – deductive – analytical and synthetic methods, techniques were used such as the interview of 8 English teachers and a structured survey to 54 students of ninth and tenth grade of upper basic education in a rural school of Jama, the analysis of the qualitative data provided by the interview technique were transcribed verbatim and the responses of the surveys were tabulated and analyzed quantitatively using descriptive techniques, such as frequencies and percentages. The results revealed that the worksheet has had a positive impact on English learning, there is improvement in writing skill, the worksheet allowed them to learn vocabulary, connectors and the effective construction of sentences and paragraphs. In conclusion, this study demonstrates the importance of the worksheet in the classroom, as it promotes thinking and application of acquired knowledge, thus avoiding reliance on translation and allowing students to think, understand, and speak in the target language more effectively.

Efl Students’ Perceptions Toward Watching Vlog Experience For Speaking Skill

This study has investigated EFL Students’ perceptions toward watching vlog experience for speaking skill. The focus of the research is to know student’s perceptions watching vlog for learning English in speaking skill including the advantages of watching Vlog and limitations from watching Vlog experience for speaking skill faced by them. The research was conducted at University PGRI Sumatera Barat. A qualitative method was employed to gather in-depth insights from the participants. The research involved semi-structured interviews with three EFL students from English Department from University of PGRI Sumatera Barat. The participants were selected based on their interest in watching vlogs for language learning and their willingness to share their experiences. Based on the findings of the interview data, watching vlogs experience for speaking skill was effective because has many advantages compared to disadvantages. Students perception towards watching vlog experience show that students has positive cognitive impression because all of the participants have been learning English since middle school, indicating a long term commitment to learning the language for improving their speaking skills. They reported that vlogs helped them improve their pronunciation, grammar, vocabulary, and fluency. The participants also appreciated the real-life scenarios and authentic language used in vlogs, which helped them learn the type of English used in daily lives. This study is significant because its findings can be used to inform the development/ self learning for EFL students that might enchance their speaking skills in English language learning.

Integrating augmented reality in EFL reading comprehension: a mixed-methods study

Reading comprehension presents persistent challenges for English as a Foreign Language (EFL) learners, yet augmented reality (AR) tools offer promising opportunities to augment reading support. This mixed-methods study investigated the efficacy of AR applications for improving reading comprehension among 98 intermediate-level EFL students (ages 22-36). It also explored six EFL teachers’ perspectives on their use of AR in the classroom through semi-structured interviews. One-way ANCOVA was used to quantitively examine the effects of AR applications on learners’ reading comprehension and thematic analysis was utilized to analyze the data of the interviews. The quantitative results showed the effectiveness of thoughtfully designed AR applications for enhancing EFL reading comprehension. The qualitative findings of the interviews indicated that teachers valued AR technology as an effective and beneficial tool for EFL learners. They recognized its potential for facilitating deep learning of language skills, enhancing learners’ positive attitudes, and increasing their willingness to use AR-based approaches in EFL classes. However, teacher perspectives highlight the complexities and challenges of implementing emerging AR technologies in EFL contexts. The findings of the study called for adopting AR technology to enhance language learning experience, increase learners’ engagement, and create a more favorable environment for language learning. Practical strategies for integrating AR in EFL contexts and pedagogical implications for reading comprehension are discussed.

Use of worksheet on the development of the writing skill in English language learning

Use of worksheet on the development of the writing skill in English language learning

The Utilization of Spotify Application to Improve English Listening Skill: Students’ experience

Background. Listening is a complex skill involving attentive listening, understanding oral symbols, appreciation, content capture, and comprehension of communication through spoken language. It is a fundamental skill in language learning that supports other language abilities. Purpose. This study aims to investigate the utilization of the Spotify application in improving English listening skills among sixth-semester English Tadris students at the Faculty of Tarbiyah and Keguruan, Universitas Islam Negeri Mahmud Yunus Batusangkar. Method. The research employs a quantitative approach with a survey design. Data collection was conducted using a questionnaire comprising 24 statements, distributed to each student in the class. The population consisted of sixth-semester English Tadris students at the university, with a sample size of 37 participants. The questionnaire's reliability was established with an RPB for each item greater than the r table (0.325) and a Cronbach's alpha of 0.831. Results. The assessment results indicate a positive response from students regarding the use of the Spotify application for improving their listening skills. Students reported that various features available on Spotify, along with its accessibility, contributed to enhancing their listening abilities. Conclusion. The study concludes that the Spotify application is a valid and reliable tool for improving students' English listening skills. Its effectiveness is attributed to the diverse features offered by the application and its convenience of use. These findings suggest that Spotify can be a valuable resource for language learners seeking to enhance their listening proficiency.

Leveraging ensemble machine learning and multimodal video complexity for better prediction of video difficulty in second language

ABSTRACT Research into multimodal language learning has shown that video materials are engaging and effective in teaching and learning language skills. While previous studies have predominantly focused on how to make learning from video more effective, little research has been directed at estimating video content difficulty. This study, therefore, aims to examine the efficacy of developing predictive models using different configurations of ensemble machine learning approaches (averaging, bagging, boosting, and stacking) and video complexity features (acoustic, phonological, lexical, syntactic, and visual complexity features). A corpus of 640 videos that were subjectively rated for content difficulty by 322 English language learners was used to build and evaluate predictive models. The results demonstrated that ensemble machine learning models substantially outperformed baseline regression models in predicting video difficulty. The findings are discussed in terms of their applications in second language learning and assessment.

Accelerating EFL Learners’ Speaking and Listening Skills through the Audio-Lingual Teaching Method

Teaching English as a foreign language is a great challenge for EFL teachers in Indonesia because they are expected to be more creative and innovative in arousing students' attention during the learning-teaching process. The Audio-Lingual Method (ALM) is one of the teaching methods in foreign language learning that may be utilized in teaching speaking and listening skills. This conceptual article attempts to explore how ALM can accelerate EFL learners’ speaking and listening skills. Therefore, it discusses the concept of ALM, the strategy of ALM in learning speaking and listening skills, as well as the benefits of using ALM in learning language skills. A descriptive qualitative research approach with library research design was utilized to review and explore the concept, strategy, and benefits of using the ALM in accelerating EFL students’ speaking and listening skills. This method enables researchers to delve into relevant information and experts' perspectives on the ALM. In addition, it gains more insight into learning and teaching speaking and listening skills, and reviews the learning of speaking and listening skills using the ALM. The data were obtained from previous research findings, related articles, and documentation on the ALM. The data were qualitatively analyzed and comprehensively described the issues and provided valuable insights for all stakeholders in the field of education, including EFL teachers, students, school curriculum developers, and researchers.

Implementation of Tech Tools in ESP Training from Learners’ Perspectives in Vietnam

The use of technology in ESP training has become increasingly prevalent, offering potential benefits such as enhanced engagement, interactivity, and personalized learning experiences. However, despite the growing availability and advancements in tech tools, there is a need to investigate the specific implementation of these tools in ESP training from the learners' perspectives and with more empirical evidence. Hence, this study aims to (1) explore the learners' experiences by using tech tools in ESP training at Ho Chi Minh University of Banking (HUB), and (2) examine students’ attitudes towards these innovations. 40 non-English-majors participated in the study during the second semester of the 2023-2024 academic school year. Final test analysis (ANOVA) and questionnaire survey were exploited for data collection and data analysis. The results showed that tech tools not only were beneficial to enhance students’ performance in ESP training but also enhanced learners’ engagement and confidence towards the learning process. This means that in order to suit varied learning needs and improve various aspects of different skills in English language learning, a wide range of tech tools should be combined rather than using only one kind of technology over the whole course so that we can ensure positive learning outcomes in the ESP educational settings.

Effectiveness of English language teaching methods and language learning skills among college students in public higher education institutions in Sulu

English is the most widely spoken language in the world, serving as a common medium for people from different linguistic backgrounds. It is the primary or secondary language in many countries and is often used as the international language of business, diplomacy, science, and technology. Hence, there was a need for effective teaching and instructional strategy to enhance the competence of the college students. This study investigated the effectiveness of various English language teaching methods and assessed the language learning skills of college students in public higher education institutions (HEIs) in Sulu, Philippines. Quota sampling (n=200) was carried out to sample the college students from four (4) different public HEIs in Sulu. Close-ended questionnaires were administered to determine the effectiveness of three different English language teaching methods—(i) Grammar-Translation Method, (ii) Direct Method, and (iii) Audio-Lingual Method. This study also analyzed the level of English language learning competence of college students based on their (i) listening skills, (ii) speaking skills, (iii) reading skills, and (iv) writing skills. Key findings indicated that different teaching methods, namely the Grammar-Translation Method, the Direct Method, and the Audio-Lingual Method, each offered distinct advantages for language learning. In assessing the language learning skills of the students, the study found high competence across all four key areas: listening, speaking, reading, and writing. Inferential analysis indicated that the effectiveness of English language teaching methods can be correlated to the language competence of college students. Further studies shall be done to determine whether the teaching methods could directly influence the language skills of students.

Motivation and learning psychology of teachers in language translation learning

AbstractThis study aimed to understand pre‐service teachers’ motivations and learning psychologies in language teaching. The study used a phenomenology pattern, a qualitative research method, to gather pre‐service teachers’ views about language teaching, motivations and learning psychologies during translation activities. The study group consisted of 42 language department undergraduate students from the Education Faculty of a private university in TRNC in the 2022–2023 academic year, selected using the criterion sampling method. Data were collected through semi‐structured interviews. The NVIVO‐R1 qualitative data analysis program was used for categorisation and coding in the data analysis. The findings revealed that translation studies motivate and improve comprehension–explanation skills, increasing academic success, positively impacting learning psychology, and reducing anxiety. Effective teaching methods and motivation were influential factors in teaching language to pre‐service teachers. The study also found that reinforcers, intrinsic motivation, exemplification–association, measurable goals, teaching environment, teaching method and applied learning significantly affect the language teaching process and academic success. It was concluded that pre‐service teachers are attentive to their professional careers and motivations. Additionally, the study revealed that learning the historical development of the language and different types of translation positively contributed to the motivation levels, academic achievement and language learning knowledge and skills of pre‐service teachers. Regarding grammar teaching, pre‐service teachers highlighted the importance of focusing on the social and interactional dimensions of language in addition to grammar learning. They expressed that language learning anxiety stemmed from insufficient practice. Finally, the study suggested that the language‐learning problems of pre‐service teachers could be attributed to the neglect of translation studies.

Student’s Perception on the use of Hello English Application in Improving Speaking Skills

Background. In the current era of globalization, the rapid development of technology greatly affects various aspects of life, including education. The Hello English application has been introduced as a learning medium to improve English speaking skills for students. Speaking is an important skill in language learning that involves an interactive process of meaning construction. Purpose. This study aims to explore students' perception of the use of the Hello English application in improving their speaking skills, as well as to find out how effective this application is in helping the teaching and learning process. Method. This study uses a quantitative approach with data collection through questionnaires distributed to students majoring in English Education at Batang Hari Jambi University. The data obtained was analyzed to determine students' perception of the use of the Hello English application. Results. The results of the study show that most students agree that the Hello English app is effective in improving their speaking skills. This application is considered practical, interesting, and able to increase students' interest in learning. The features in the application, such as speaking practice with native speakers and structured learning materials, are very helpful for students in mastering English speaking skills. Conclusion. The Hello English app has great potential in improving students' English speaking skills. The use of this application facilitates the teaching and learning process and provides an interactive and fun learning experience. However, this study has limitations in the scope of the subject which only includes English Language Education students at one university. Further research is suggested to expand the scope of the subject and deepen the understanding of the use of technology-based learning applications in various fields of education.

Students’ Experiences in Learning Language Skills

Students’ Experiences in Learning Language Skills

Implementation of Reinforcement Learning Algorithm in the Development of English Language Learning Skills

Implementation of Reinforcement Learning Algorithm in the Development of English Language Learning Skills

Impact of Social Media on English Language Learning Among First-Year Students at Qassim University

The diverse aspects and networks of social media have wielded a remarkably profound impact on both individual lives and the broader societal, economic, and political landscape of its users. Language patterns used by conversational partners on social media have been influenced significantly. This study aims to investigate how the English language learning process of non-native Saudis has been impacted by the use of social media. To investigate these effects, a quantitative methodology was employed through the distribution of an online questionnaire to selected groups of first-year students at Qassim University, Saudi Arabia. Responses from 47 participants from different genders were analyzed using measures of central tendency and other statistical measures. The findings revealed that first-year Qassim University students consider social media platforms to be beneficial for improving their L2 proficiency and evaluate them to have an overall positive impact on various language learning skills. Based on these findings, it is reasonable to indicate that social media can be a significantly helpful tool in improving English language learning. These results were subjective to variables related to gender and the multimodal nature of specific aspects of social media. The study implies that employing social media networks can illustrate a more student-centered approach to language learning through the facilitation of interactive collaboration and information exchange, resulting in enhanced syntactic and lexical complexity.