English Language Skills Research Articles

Pendampingan Bahasa Inggris Komunikasi Kepada Anak-Anak di Panti Asuhan Yayasan Dharma Jati II Denpasar, Bali

Community service activities at the Dharma Jati II Orphanage are communicative English language assistance that emphasizes speaking skills. The problem that arises in partners is that there is no English language training and development provided by the orphanage. The desire of the orphanage administrators in improving children's English skills, especially in speaking, is very large considering the importance of mastering English as an international language in this era of globalization. The purpose of this community service is to provide English language assistance to orphanage children so that they are able to improve their English skills, especially in speaking. The method used goes through three stages, namely the preparation stage, the implementation stage, and the evaluation stage. The results obtained from the assistance are a good method to use is role playing with occasionally slipping games that are fun for the orphanage children. In the future, this activity will be carried out more often to help orphanage children improve their English language skills, not only speaking skills, but also in 3 other English language skills, such as reading, writing, and listening.

The Role of English Language Skills in the Tourism Industry in the 4.0 Era in Kuningan District, West Java Province

Through communication media, English plays a significant role in the sustainable tourism sector with the goal of promoting foreign travel, service, effective communication between foreign visitors and tourism actors, and the surrounding community, all of which are ultimately related to the growth of local tourism in the industrial era's sustainable tourism sector. 4.0 Tourist actors need to be fluent in English, especially in the vernacular, which includes basic discussion, linguistic proficiency, and basic conversation. The purpose of this study is to investigate the advantages of English- speaking culture in West Java Province's sustainable tourism sector during the Industrial Era 4.0. Descriptive qualitative analysis is the analytical technique employed. This study demonstrates the necessity of English-speaking culture in Kunuingan District, West Java Province's sustainable tourism industry in the industrial era 4.0 in order to promote the province's local tourist destinations overseas, increase the number of foreign visitors, and facilitate English-language communication. The ability to speak effectively in English is crucial for both those who work in the tourism business and those who live near popular tourist sites.

Navigating the Complexities of Domain Specific English: Analyzing the Influence of Digital Media on the Metacognitive and Linguistic Competence of Management Students

In an increasingly digital world, the role of digital media in shaping the linguistic and metacognitive abilities of management students has become a focal point for academic inquiry. This study aims to explore the influence of digital media on the development of domain-specific English skills among management students, with a particular focus on metacognitive and linguistic competencies. Employing a mixed-methods approach, the research examines how exposure to and engagement with digital content tailored to the management domain impacts students' ability to comprehend, analyze, and apply complex linguistic constructs in professional contexts. Quantitative data were collected through standardized language proficiency tests and metacognitive awareness inventories, while qualitative insights were gathered through interviews and focus group discussions. The findings suggest that digital media, when strategically integrated into the learning process, significantly enhances both metacognitive and linguistic competencies, thereby better preparing students for the demands of the management field. The study concludes with recommendations for incorporating digital media more effectively into management education curricula to foster advanced English language skills and critical thinking abilities.

English Vowel Perception in Spanish-English Bilingual Preschoolers: Multiple-Talker Input Is Only Beneficial for Children With High Language Exposure Levels.

This study examines English vowel perception in Spanish-English bilingual preschoolers, comparing bilinguals' perception patterns to those of monolinguals and examining how child internal (age) and external variables (input quantity and input diversity) predict perceptual performance. Sixty children between 3;6 and 5;6 (years;months) of age participated in the study, 28 of whom were Spanish-English bilinguals and 32 English monolinguals. Perception was assessed through a forced-choice minimal-pair identification task in which children heard synthesized audio stimuli (i.e., "sheep" and "ship") that varied systematically along the /i-ɪ/ continuum and were asked to match them with one of two pictures. The data were analyzed with Bayesian mixed-effects logistic regression analyses, modeling responses as a function of continuum step, language background (monolingual or bilingual), age, English exposure (i.e., input quantity), and number of English input providers (i.e., input diversity). The results indicate that, despite displaying nonnative English stop voicing perception in a previous study, the same bilingual children showed English /i-ɪ/ perception patterns that did not differ from those of monolinguals. While age did not predict vowel perception, input quantity and diversity jointly interacted to moderate how well children perceived the /i-ɪ/ contrast. Specifically, diverse input promoted perceptual performance in children who received high levels of English exposure-and who presumably had more advanced English language skills, whereas it limited perceptual performance in children with more limited English exposure and skills. This study shows that bilingual children can show monolingual-like perception patterns for some sounds while displaying nontarget perception for others. This is the first study to demonstrate that language exposure mediates the role of input diversity on speech sound development, suggesting that varied input can be more or less beneficial for speech sound development based on the learner's language learning stage.

PERAN MEDIA SOSIAL DALAM MENINGKATKAN PEMBELAJARAN BAHASA INGGRIS KALANGAN MAHASISWA: STUDI KUALITATIF PADA IAIN AMBON

This study aims to examine the effect of the use of social media in English language learning among IAIN Ambon students. The study uses a qualitative approach with data collection techniques consisting of interviews and observations. The participants in this study were IAIN Ambon students who have utilized social media in their English language learning. The results of the study show that the use of social media can enhance students' English language skills. Students can improve their speaking, listening, reading, and writing skills by utilizing social media as a learning and practicing tool. The findings also indicate that the Input Hypothesis and Output Hypothesis theories can be applied in English language learning with social media. This suggests that the use of social media can be an effective alternative to enrich English language learning in higher education. Therefore, it is recommended that the use of social media in English language learning in higher education can be further developed and integrated into the learning curriculum.

Using TED Talks to Improve Motivation of Learning English Language Skills among Middle School Students with Learning Disabilities

This study aimed to use TED Talks, which are abundant with real-life examples of English language use, that might improve the public speaking skills of elementary-level Jordanian EFL students with learning disabilities. The study also aimed at identifying the attitudes of the students with learning disabilities toward using TED Talks to increase motivation to learn English. This research used a quasi-experimental approach. The present study included 68 female EFL tenth graders from the Irbid Schools for Girls, a public institution under the Irbid Directorate of Education. The researcher created an educational program based on the TED talks. The pre-post-test was used to measure the students’ progress and a questionnaire was used to measure their attitudes to this strategy. The program seems to have created good levels of interaction among the students and boosted their appetite to participate and engage with the visual and audio materials presented in the TED Talks videos. The students showed positive attitudes toward using the TED Talks program to raise their motivation to learn English language.

The Effect of Using Spinning Wheel Media on the English Learning Outcomes of Class III Students at SD Inpres Fatukoa, Kupang City

Learning English is an important process to help students develop their English language skills from an early age. The lessons on “things in the classroom” is used as one of the topics researched the KKM score. The third graders of SD Inpres Fatukoa Kota Kupang City were the subjects of this research, which set out to quantify the impact of using revolving sheel media on test scores. This studi used a quasi-experimental methodology resembling a nonequivalent control group design. It was administered 47 students and collected data via observasion, multitiple-choice tests, and image matching as well as using test instruments and observation sheets. Tests of hypotheses and t-tests were used to appraise the data. Based on the t-test findings, there was a 24,9 point difference between the experimental and control classes’ average post-test scores:87,61>62,71. Furthermore, the Independent Samples Test, which is used for hypothesis testing, reveals that a significance level of 0.000 < 0,05 in the 2-tailed t-test for equality of means indicates that the null hypothesis(H0) is rejected and the alternative hypothesis(Ha) is accepted. We may thus infer that third graders at SD Inpres Fatukoa Kupang City benefit greatly from using spinning wheel media to improve their English language ability.

When English education isn't what it seems: Outcomes from a pilot study in Japan

Despite the desire of Japanese students to improve their English language skills, a lack of confidence has led to a fear of participating in activities designed to boost that very confidence. What if a program requiring communication in English were advertised as something other than an intercultural exchange program? Could this promotional strategy mitigate the fear of participation? Would it still accomplish the goal of motivating further English education? This paper discusses the results of offering a pilot program, which involved activities with native English speakers and was instead advertised as a non-paid internship focusing on tourism and artificial intelligence. The post-program survey shows that while Japanese students were most attracted to and satisfied with the aspect of working with companies, they found their experience in communicating in English to be the most rewarding and challenging.

Analysis of Interactive Educational Puzzle Media to Improve Elementary School Students' English Language Skills

This study aims to analyze the effectiveness of interactive edugame puzzle media in improving English language skills of primary school students. The method used is a literature study that reviews various literature and previous research results related to using interactive learning media, especially edugame puzzles, in learning English at the primary school level. The results of the analysis show that interactive edugame puzzle media has significant potential to improve students’ English language skills, especially in the aspects of vocabulary, grammar, and reading comprehension. Factors contributing to this media’s effectiveness include interactive elements, immediate feedback, and fun aspects that increase students’ learning motivation. However, effective implementation requires careful design and support from teachers. This study concludes that interactive edugame puzzle media can be a valuable tool in English language learning in primary schools, with recommendations for further research into optimal design and implementation strategies in different learning contexts.

Litteraturens roll i engelska läroböcker för svensk grundskolation

This study, which contributes to research on literature in language education, maps the position of literature in six concurrently available textbook series produced for, or adapted to, English language teaching (ELT) in Swedish upper primary schools. It offers a systematic overview of the number, length and forms of literary texts included in the 33 textbook items studied and investigates how those texts are embedded in them. This comparative textbook study combines a quantitative examination of literature’s presence with a qualitative content analysis that unpacks the meanings attached to that literature. The findings reveal a strong tendency to marginalise literature. Despite robust arguments and empirical support for the value of requiring pupils to read literature in ELT, most of the sampled textbooks provide few literary texts. The common positioning of literature in the textbooks, with one exception, shows a propensity to disregard literature’s contribution to pupils’ education beyond furthering their English language and literacy skills. The main contribution of this study is the provision of detailed insights into the role given to literature in primary ELT textbooks, an educational setting in which textbook use dominates. By considering both the conceptual and practical functions of textbooks, it illuminates the value of literature communicated in ELT textbooks and the support these provide teachers to incorporate literary texts in their everyday teaching.

The Application of Comic-Based Learning Media in Elementary School English Subject

This study aims to analyze the effect of comic-based learning media on learning motivation and English comprehension of grade 4 students at SDS Permata Bangsa. The background of this study is the students' low interest in learning English caused by lack of motivation and less interactive learning media. This study used a descriptive qualitative approach with data collection techniques through questionnaires and observation. The research subjects consisted of 12 grade 4 students with the duration of two learning sessions of 30 minutes each. The questionnaire was distributed at the end of session 2. The questionnaire consists of 9 likert scale statements followed by open-ended questions to provide reasons for each statement. The results showed that the use of comic media significantly improved students' motivation and English language skills. Students felt more motivated and enthusiastic in learning, and felt easier to understand the lessons. The comic incorporated two grammar: Simple Past Tense and Comparative along with vocabulary that focuses on names of animals. This study concludes that comic media can be an effective and interesting learning tool to increase students' motivation and understanding in learning English. Further research on the use of comics in inclusive classrooms are also indicated.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effectiveness of Reading in the National Libraries on the Development of English Language Skills

The current study deals with The Effectiveness of Reading in the National Libraries on the Development of English Language Skills. The current study is composed of four chapters , the first chapter is the introductionh, the second chapter. is the literatureb review, the third chapter is the research bmethodology, while chapter four is the bdiscussion of the data manalysis. Basically, reading is viewed as an essential component to enhance language ability . This paper focuses on reading in national libraries and the role of the national libraries to enhance the linguistic knowledge of the language learners by readingb widely for specificallyn in the English languagex. After the data analysisx, it was found that the national librariesv contributes significantlyn to overall language competence and proficiency; performancen in all language skills, mvocabulary growth and has a positive impact on grammar learning; it promotes reading fluency and speedm; it is self-directedm as learners choosen what they read , as well as it is understoodm that students should read large mamounts of high interest nmaterial to gain vocabularyn, spelling, readingm ability and overallm linguistic mcompetence.

Voices in ELT: Exploring Tunisian EFL Teachers' Attitudes Towards English Language Skills Development

Voices in ELT: Exploring Tunisian EFL Teachers' Attitudes Towards English Language Skills Development

Assessing the Gaps in Macro Skills: A Needs Analysis among Third-Year Psychology Students

This quantitative study employed a needs analysis approach which aimed to identify, aid, and present the problem with the proficiency in reading, writing, speaking, and listening skills of third-year Psychology students. 50 respondents from the psychology department in a private non-sectarian academic institution were randomly surveyed to gather the requisite data. Results showed that the respondents need guidance across various language competencies. Their reading skills are at the frustration level, listening skills are at the proficient level, and writing and speaking skills are at the moderate level. This study suggests customized instructional approaches which can significantly improve the receptive and productive English language skills of third-year psychology students, thereby empowering them to achieve greater academic and professional success. These findings underscore the effectiveness of ESP programs in enhancing the language skills required for psychology students and of similar academic contexts.

Measuring EFL Students’ Intercultural Competence and Language Skill after Having an International Living

The study aims to measure EFL students’ intercultural competence and English language skills both qualitatively and quantitatively after participating in an international living program, where English served as the primary means of communication. This research utilized surveys, interviews, and self-reflections to assess the sojourners' intercultural competence and English language proficiency. To provide a comparative perspective, data were also collected from a control group of students who did not participate in international living. The findings reveal that the international living experience had a significant impact on students' intercultural competence and English language skills compared to their non-participating peers. Knowledge and awareness showed the most improvement, followed by skills and attitudes. Additionally, students exhibited notable advancements in their English language proficiency. Qualitative data from interviews indicated that the international experience facilitated self-discovery, empathy, and cultural awareness, enriching their understanding of their original culture’s complexities and contributing to their English language development. Quantitative analysis from questionnaires highlighted participants in the international program had higher levels of cultural competence and language skills compared to the control group. The informants demonstrated a better attitude toward cultural differences and showed marked progress in their English communication abilities compared to the control group. They overcame initial challenges by actively engaging with various cultural practices, interacting with locals, and embracing different viewpoints, which also fostered their language learning. The study underscores the transformative impact of international living on students’ intercultural competence and English language skills, highlighting a journey of self-discovery, empathy, and enhanced communication abilities.

Assessing the English Language Needs and Challenges of Chinese Undergraduates in Thai Universities

Background and Aim: Studying undergraduate in Thai universities is a popular option for Chinese students. International programs covering popular fields not only meet the goals of Chinese students but are also seen by Chinese students as the best way to harvest specialized knowledge and English ability because of the all-English teaching course. However, since the English language is the only communication medium for Chinese students, there are some difficulties and problems encountered by these students who are not English native speakers. Therefore, this study aims to explore the specific English language skills Chinese undergraduates need and the challenges they face in academic and everyday contexts in Thai universities. Materials and Methods: Participants involved 80 Chinese undergraduates studying four-year international programs in Thai public universities with an IELTS overall score of 5. Employing a mixed-methods approach, we distributed a questionnaire based on a five-point Likert scale to all participants and conducted focus group interviews with 12 participants. Results: Findings indicate a critical need to enhance writing and speaking for academic success, with an emphasis on specific-field terminology, and to improve listening and speaking skills for daily life communication. Besides, the lack of academic writing strategies and English communication in official institutions are the problems that undergraduates encounter in academic and daily contexts respectively. Conclusion: The study underscores the urgent need for tailored EAP courses that address both academic and everyday English use, with a particular focus on writing with academic vocabularies and enhancing communicative competence in key scenarios like immigration processing.

Crafting Language for Culinary Excellence: Customizing ESP Content to Align with Student and Industry Needs

The alignment of English for Specific Purposes (ESP) materials with the needs of students and the culinary industry is crucial for preparing graduates to excel in the competitive fields of tourism and hospitality. In particular, essential English language skills such as culinary terminology, effective communication in professional kitchen environments, and writing recipes or menus in English should be addressed more in existing curricula. This study aimed to assess the relevance and practicality of current ESP materials within the context of culinary education at an Indonesian university. Using a qualitative descriptive approach, the research involved 40 second-semester students who had completed a course in Professional English, along with 11 waitstaff from hotels and restaurants in West and North Sumatra. The findings revealed significant gaps in the current materials, particularly in areas critical for international customer service and multicultural teamwork, such as food presentation, customer interaction, and sanitation practices. The study concludes that English learning materials must be tailored to meet the general needs of English learners and the specialized demands of the culinary industry. Incorporating relevant terminology, practical communication skills and industry-specific content is essential for better preparing students for professional roles in catering and hospitality. The research suggests that focused classroom techniques on communication and specialized vocabulary can guide educators in developing more effective ESP materials for the culinary field.

Teaching English for Tourism: A Case Study in Kosovo

This paper analyzes the necessity of teaching English for tourism in Kosovo. This study falls within the realm of applied linguistics, specifically in the field of English for Specific Purposes (ESP). Tourism undoubtedly stands as a vital pillar for a country's economy. The aim of this paper is to underscore the significance of teaching the English language to students specializing in Tourism, Hospitality, and Environment. English is widely recognized among scholars focusing on tourism as a facilitative tool that enhances the quality of services provided to foreign tourists. Individuals working in national, municipal tourism offices, or private business facilities involved in tourism activities are obligated, as per their job descriptions, to communicate effectively with guests—foreign tourists who come from diverse cultural and linguistic backgrounds. Hence, mastery of the English language and proficient communication in English are essential factors in the field of tourism and hospitality. This paper aims to address the challenges of mastering English language skills and the importance of teaching English in the context of tourism and hospitality in Kosovo. The paper includes a research study conducted among students of the Department of Management in Tourism, Hospitality, and Environment (MTHE), emphasizing the relevance of the English language in this domain. The research methodology utilized in this study is both quantitative and qualitative, involving data collection through a questionnaire. The questionnaire results underscore the necessity of teaching English for tourism and the pivotal role of the English language in the entire industry.