Language Learning Skills Research Articles

Exploring the Use of Digital Technology in English Language Teaching: Strategies and Methods for Effective Implementation

The globalization of technology, including education, has impacted all facets of life. Therefore, English learning strategies must be studied so teachers can easily choose and determine English learning strategies for teaching students digital base technology. This research aims to describe (1). Digital technology in the world of education; (2). Digital technology-based English learning methods; (3). Digital technology in the development of language learning skills. Hence, this study applied library research methods through gathering research article by utilizing Publish-or-Perish application. The results of this study are (1). Technology supporting education is expected to assist students and educators in carrying out teaching and learning activities in schools; (2). At this time, many English learning methods have been integrated with digital technology. Such as utilizing digital technology using the direct method and others; (3). The use of digital technology is also used in developing students' English skills (listening, speaking, reading, and writing), for example, the use of YouTube videos, digital posters, digital comics, and Grammarly tools. Henceforth, this study urges the ELT teachers to leverage their digital technology competences as well as their pedagogy to attend meaningful and engaging learning for their students.

A CASE STUDY OF A GERMAN LANGUAGE LEARNING PERCEPTIONS OF LEARNERS ON ANDROID SYSTEMS AT THE SCHOOL OF FOREIGN LANGUAGES, EASTERN MEDITERRANEAN UNIVERSITY

At the present time, with the advancement of technology in mobile phones and tablets which have equipped people with mobile computers, and because of students’ preferences for convenient and low-cost approach of learning, the idea of using mobile applications for educational purposes is gradually getting stronger. Hence, it is essential to investigate about the benefits and drawbacks of using applications in education and develop this idea in order to improve and prosper the future of pedagogy and expand it beyond classrooms. The aim of this research is to analyze the viewpoint of the Eastern Mediterranean University (EMU) students, who are registered to the German Language Learning course (ELT502) which is given by the School of Foreign Languages. In this research, a quantitative approach was used, and the required data was gathered through questionnaires which were responded to by the students at the School of Foreign Languages and has been analyzed by SPSS 25. The results of this research illustrated that students were satisfied by using this type of education and are willing to utilize it again in order to improve their language learning skills. Along with the results, this research has provided some recommendations like applying the efficient methods in M-Learning in order to improve the learners’ language learning process.

Activities to Enhance Pupils’ Reading Skills (Maharatul Qiraah) in Arabic Language Learning

Students at madrasas still face difficulties reading Arabic texts, so efforts are required to help pupils develop their abilities. The purpose of this study was to describe initiatives made to help students' reading abilities as they studied Arabic. This study's context can be found at MAN Sibolga. This study combined an analytical descriptive study method with a qualitative approach. Participant observation techniques, in-depth interviews, and documentation studies are used for data collecting. Data analysis presents facts to reach a conclusion while utilizing data reduction strategies. Observation persistence and data triangulation procedures will be used to assess the validity of the research data. The findings of this study showed that the madrasah's efforts to improve students' reading abilities in learning Arabic included: (1) giving students ten vocabulary lists to memorize at each session; (2) teaching students to read aloud in pairs; and (3) testing students' direct reading every half-semester. By making these efforts, teachers can gradually aid students in developing their reading comprehension of Arabic texts.

Writing skills in CALL: Effects of L2MSS vision-inspired instruction on L2 students’ motivation and achievement

This study aimed to investigate the role of motivation in the acquisition of second language (L2) writing skills in a Computer-Assisted Language Learning (CALL) context. More specifically, the purpose of the current study was twofold: 1) to examine if vision-inspired instruction can enhance the L2 motivational self-system (L2MSS, ideal L2 self, ought-to L2 self, and learning experience) of L2 students in a CALL context, and 2) to investigate whether the changes, if any, that may occur in the students' L2MSS can also indirectly affect writing. Pretest and posttest writing tasks and questionnaire scales were used in a quasi-experimental design to measure 51 upper-intermediate L2 students' motivation for writing. ANCOVA results suggested that the ideal L2-self and learning experience of the students in the experimental group,exposed to the vision-inspired instruction,improved significantly, compared with the control group. However, the ought-to L2 self of the control group underwent a significant increase, compared with the experimental group. Furthermore, the results suggested that the vision-inspired L2MSS instruction resulted in significantly higher writing gains. Overall, the findings highlight the important role of L2MSS vision-inspired instruction in L2 students’ motivation and writing achievement in a CALL context.

Correlating Language and Music for the Activation of Human Mind

As Heinrich Heine puts it, “Where words leave off, music begins”. Music and language belong to a common origin i.e. sound, a form of energy. In other words, language and music are two sons of the same mother. Language and music both engage the auditory system, utilizing similar neural pathways to process sound and rhythm. Just as language relies on patterns of sounds and syntax to convey meaning, music utilizes melody, harmony, and structure to evoke emotions and communicate messages. A language always talks about the speech sounds that are produced by the vocal cords while music is the outcome of non-oral sounds or sometimes may be the oral sounds. Both language and music have the ability to elicit powerful emotional responses in individuals, stirring feelings of joy, sadness, or nostalgia. The rhythmic and melodic elements in music can enhance language processing by providing a rhythmic framework that aids in memorization and comprehension. Though language and music are not always complementary to each other but one seems incomplete in absence of the other. Language and music share the capacity to convey complex ideas and narratives, allowing us to express our thoughts and experiences in nuanced and creative ways. Studies have shown that exposure to music can improve language skills, including vocabulary acquisition, syntax comprehension, and verbal fluency. The use of prosody, intonation, and rhythm in language mirrors the melodic and rhythmic components of music, highlighting their interconnectedness. Musical training has been found to enhance linguistic abilities, as musicians often demonstrate better pitch discrimination, phonological awareness, and language learning skills. Language and music can both serve as cultural markers, reflecting and preserving the traditions, values, and identities of different communities. The shared neural processes involved in language and music suggest a deep-rooted correlation, as they tap into fundamental mechanisms of auditory perception and cognitive processing. The present research article is a descriptive study on the relationship between language and music and their effects on the mind and body of the human beings. In the first section of this paper, the linguistic aspects that are akin to music have been attempted to be pointed out. Similarly, in the following section, the core of the music has been discussed in context to language. In the third section, a comparative study of language and music has been done on the basis of the points discussed in the preceding sections. Finally, the paper also discusses as how the amalgamation of the two i.e. language and music can be helpful in activating the human mind and the body.

The Effectiveness of Al-‘Arabiyyah Lil Athfal's Pocket Book in Improving Vocabulary Understanding for Children at TPA Al Muna 3 Samarinda

Nowadays, the use of foreign languages is very necessary, including the Arabic language, because of its role as a support in communicating in the global world. In learning Arabic, one of the most important elements to learn is vocabulary. Learning vocabulary will make it easier for children to learn language skills, including reading skills, speaking skills, listening skills, and writing skills. The purpose of this study was to determine the effectiveness of Al-'Arabiyyah lil Athfal’s Pocket Book in improving vocabulary understanding for children at TPA Al-Muna 03 Samarinda. This research uses a quantitative approach because it is pre-experimental. The design of this research is a one-shot case study. The respondents were 16 students of TPA Al-Muna 03 Samarinda. Based on the results of data analysis, it can be seen in the hypothesis test using the one-sample t test that student learning is characterized by positive results, with the final score calculated by the one-sample t test formula showing that the average learning outcome of the experimental class is 88. = 9, 37 after the final calculation with the one sample t test. Then, referring to the distribution table with dk = 16-1 = 15 and a significance level of 5% obtained, = 2, 131. Because > , the hypothesis is accepted and is rejected. As a result, the pocket book al-'arabiyyah lil athfal can be interpreted as being effective in increasing vocabulary at TPA Al-Muna 03 Samarinda.

DUOLINGO SPANISH USERS: DISCUSSION BOARDS USE OVER TIME

Spanish is one of the most popular foreign language subjects among learners, as there are currently 142 million users who have used Duolingo to learn Spanish. The Spanish language is projected to see even greater increases in the United States, both academically and demographically. The current research question asks, “How do individual Duolingo Spanish users use discussion boards over time among highly engaged, moderately engaged, and lower engaged users?” This study of Duolingo Spanish users is compared to a previous study about how highly engaged, moderately engaged, and lower engaged Duolingo German users use discussion boards over time. The results of the analysis showed that there were three themes: (1) highly engaged users make comments over a longer period of time over many years and have the highest proficiency in the Spanish language; (2) moderately engaged users make comments over a relatively shorter period of time during the duration of their studies; (3) lower engaged users are more likely to engage in the discussion boards socially about tangential topics over the span of months. The results of this study may inform researchers and educators on how discussion boards may facilitate language learning skills and Spanish knowledge to increase proficiency.

Strategi Belajar & Pembelajaran dalam Meningkatkan Keterampilan Bahasa

This study aims to determine learning and learning strategies in improving language skills so that they can provide good results and achievements for generations of nations and countries. This study uses a qualitative method. The emphasis on the components of the teaching program includes centered on the teacher (teacher), students (students), the techniques used are discussion lectures, and team teaching techniques. The results of the study obtained several important points, namely regarding the concept of learning strategies, language skills strategies. Strategies that relate directly to teachers and students so as to generate stimulus and response play an important role. Components of teaching programs centered on teachers, students and teaching materials also need to be implemented so that learning can be carried out properly. A student-centered strategy is a learning strategy that provides opportunities for students to be active so that the teacher only acts as a facilitator and motivator. In conclusion, learning strategy is a major factor in improving the learning process and language skills. A planned strategy plays an important role in the learning process
 
 Keywords: Language Skills, Learning, Learning Strategies

Artificial Intelligence: The Future of Education

Artificial Intelligence (AI) has the potential to transform the way we teach and learn. In recent years, there has been a growing interest in the application of AI in education, with a range of initiatives and products emerging in the market. This review article provides an overview of the literature on the use of AI in education, focusing on the following areas: personalized learning, intelligent tutoring systems, natural language processing, gamification, and ethics.The article begins by discussing personalized learning with AI, highlighting the potential benefits of using AI to tailor learning experiences to individual students' needs and preferences. The article then explores intelligent tutoring systems, which use AI to provide students with personalized feedback and support. The use of natural language processing in education is also discussed, including the potential for AI to facilitate language learning and communication skills. The article then examines gamification and AI, discussing how gamification can be used to increase student engagement and motivation, and how AI can enhance the effectiveness of gamified learning environments. The ethical considerations of using AI in education are also discussed, including issues around privacy, bias, and transparency. the article concludes by summarizing the current trends and future directions in the use of AI in education. The potential of AI to revolutionize education is significant, but there are also challenges to be addressed. The review article highlights the need for further research to fully understand the potential of AI in education and to ensure that its use is ethical and effective. Overall, the review article suggests that AI has enormous potential to transform the future of education and highlights some of the key areas where AI is likely to have the most impact.

Drama approaches across higher education in the English curriculum: students perspectives on holistic activity-based teaching

Drama may be a useful technique for improving pupils' language acquisition in any subject. Implementing such a strategy in an actual classroom setting could be a problem for any instructor or person. The idea behind this study was to establish whether using drama-based activities in pedagogy has any positive educational outcomes. The study used a quantitative technique, and included a specific section about students’ perspective on data collection from over a thousand students. They are studying in different faculties in undergraduate courses where English is a compulsory subject. The researcher independently designed the research instrument which was used to elicit responses from learners. The data collection method uses purposive sampling in the present study. Activities that encourage language-learning skills include role-plays and extended role-plays, which are described in the research as drama elements that can be useful in teaching languages. The study's findings support the use of drama as a strategic approach and have a bigger influence on student learning results.

The Speaking Skill by Using Slang Words in a Movie through Mind-Mapping Strategy

The main objective of this study is to apply the teaching of speaking English through mind mapping strategy for the students at the English Department of Bina Sarana Informatika University. The participants included 20 students in the third semester. Speaking is an important skill in English language learning which is used by the students to communicate in their class and daily activities as a way of learning practice. By this mind mapping strategy, this paper aims at showing that this strategy can be implemented to get active speaking skills. This research uses a qualitative method to describe the practice application of classroom observations and the emerging themes of the original slang words gained through watching a movie. The data were carried out by observing, documenting, and interviewing students about the speaking teaching-learning process in the classroom using the English slang words in a movie with a mind-mapping strategy. The data was analyzed and focused on classroom practice directly related to the use of slang words in a movie and the mind-mapping strategy. The results showed that implementing a mind-mapping strategy through slang words in a movie can be conducted by knowing the meaning of the slang word in the movie, mapping the slang word into the sentence, and practicing the slang word in the student’s conversation. This mind-mapping strategy is effective in helping the EFL students to enrich their vocabularies, enhance their memory in making conversation, and remember the material easier and more creatively.

Media interaktif berbasis kearifan lokal Kabupaten Jepara “Mesi” untuk menumbuhkan keterampilan menulis puisi pada siswa sekolah dasar

The purpose of this study was to analyze the design, feasibility, and effectiveness of learning media in the form of interactive media based on local wisdom of Jepara Regency to cultivate poetry writing skills in Indonesian language learning in class V Elementary School in Jepara Regency. The research method using research and development was adopted from Borg and Gall with three simplified stages, namely introduction, development, and effectiveness testing. Data collection techniques through observation, questionnaires and documentation. The effectiveness of teaching media was obtained from the pretest and posttest scores in the control class and the experimental class. Data analysis used descriptive analysis. This analysis was carried out during the validity test, the data was collected from the questionnaire assessment. The results showed that the interactive media based on the local wisdom of Jepara "Mesi" was declared feasible and could be used. This can be seen from the expert validation which states very well, as well as positive responses from teachers and students. The interactive media based on Jepara's local wisdom "Mesi" that has been developed is declared effective in improving students' poetry writing skills. This is evidenced by the test results of students' poetry writing skills in the experimental group which were better than the control class.

ANALISIS KETERAMPILAN BAHASA PADA SISWA DALAM PEMBELAJARAN MATEMATIKA

Analysis of Language Skills in Students Mathematics Learning. This study aims to answer the results of the analysis of language skills in someone in the process of learning mathematics. The research method used in this research is a qualitative method. In the process of this research, researchers used descriptive data analysis. Data collection is done by observation and interviews. The data taken came from class III students at SD Negeri Pujon Kidul. The analysis of the data obtained was processed into three stages, namely data reduction, data presentation, and drawing conclusions from the data obtained. The research results obtained showed that the language skills of class III students at Pujon Kidul Public Elementary School in learning mathematics. Based on this research language skills acquired include 58% listening ability, 70% speaking ability, 82% reading ability, and 72% writing ability. The relationship between language and mathematics is needed for mathematical communication. So learning mathematics can be easier if you have good language skills. When improving language skills, it is necessary to apply the image method as a supporting tool in teaching and learning activities to improve the quality of language skills in students.

From Speech to Text: Enhancing Descriptive Paragraph Writing with Unjuk Tutur‘s Learning Model

This study fills a gap in the literature by examining effectiveness of one specific speaking project named Unjuk Tutur (Show and Tell) learning model in improving the ability of seventh-grade students at SMPN 01 Simpang OKU Selatan to write descriptive paragraphs. The study used a one-group pretest-posttest design with a sample of 16 out of 119 students due to social restrictions from the government in response to COVID-19. Data was collected through a descriptive paragraph writing test, and the data was analyzed using statistical techniques. The results showed a significant improvement in students' ability to write descriptive paragraphs after using the Speaking Project learning model, with an average score increase from 66.67 on the pre-test to 78.13 on the post-test. The findings suggest that the Speaking Project learning model could be an effective tool for improving students' writing skills in descriptive paragraphs. The assessment criteria used to evaluate the students' descriptive paragraphs included vocabulary, sentence structure, and spelling. The implications of this study are significant for educators seeking to enhance students' writing abilities. The Speaking Project learning model, which focuses on simple communication skills, could be an effective approach to teaching writing skills to seventh-grade students. Moreover, the findings of this study are relevant to the wider context of Indonesian language learning in the field, where there is a lack of variety in learning methods and models. In conclusion, this study highlights the effectiveness of the Speaking Project model in improving students' descriptive writing skills in Indonesian language learning. Educators can benefit from this approach to enhance students' writing abilities.

Is It Enough? Intensive Program for ESL Students

In most EFL classes, the four language skills are taught to help students learn a language efficiently. When these language abilities are taught using the appropriate method, the linguistic gaps of English language learners may be filled. This study aims to investigate the level of improvement of EFL students after finishing 13-week semi-intensive language courses that concentrated on reading, writing, and conversation skills. A pre-test and a post-test of the same kind were administered to 62 participants, first-year students in the English department at the College of Basic Education, to gauge their language development. The participants were given a questionnaire to fill so as to understand their viewpoints concerning the treatment phase. The results showed that the majority of students improved after concluding the language skills courses. Most participants believed in the importance of reading as the most effective language learning skill and found it quite interesting.

A Systematic Review on Gamified Learning for Improving Language Skills in ESL Classrooms

Digital gamification has been argued to be a fun and enjoyable method to support English as a Second Language (ESL) and to ease the gap between students’ learning and educational practice. This systematic review presents an overview on the use of gamification in learning language skills in ESL classrooms. Furthermore, this review study maps learning experiences of learners and their learning outcomes when they deal with language skills through gamification. For this systematic review, 16 publications dating from 2016 through 2021 were studied. These studies reported positive effects of gamification on learners’ learning experiences and their learning outcomes. Being enjoyable, engaging, motivating and fun were positive learning experiences of gamification learning in ESL environments. Content language learning, engagement, motivation, and satisfaction were targeted learning outcomes of gamification learning. This review provides suggestions on how to design digital gamification for students and their corresponding learning experiences and outcomes.

Specific features of techniques and strategies in the development of reading skills in English

Researchers around the world have found that reading skills are the key to learning English. The article provides an understanding of the importance of reading skills in language learning and information exchange in a foreign language, effective approaches and technologies for developing reading skills. The research paper covers the most basic as well as advanced techniques to teach students to solve the problem of learning how to read and developing the skills further based on their age and educational background. In the article, levels of students are generally divided into 3 groups as per age and learning ability criteria and vivid examples of instructions are given based on the group level. Additionally, the article highlights educational websites and programs that serve as motivation for young people in developing skills. In the formation and development of reading skills, the age of students and the level of language proficiency are discussed based on scientific sources.

Upper Basic Stage Students’ Perspectives on the Importance of Using Story in Learning English

This study shed light on the perspectives of the upper basic stage students toward the importance of using the story in learning English as a Foreign Language (EFL) in Jordan. The methodology adopted in investigating the students’ perspectives was mainly based on distributing a questionnaire to 400 students of both genders from three basic upper grades; 8th, 9th, and 10th. Before administering the questionnaire, a pilot study was conducted to check the reliability and validity of the questionnaire. The study findings were based on three domains of the questionnaire and appeared as follows: first, students revealed their awareness of the importance and benefits of using stories to improve their learning of EFL; second, the majority of the students strongly agreed on the fact that using stories has proven helpful in improving the basic skills of language learning; third, the students’ perspectives showed variance concerning the difficulties that the students faced when reading the stories. The study concludes with the recommendation that further research should be conducted on a larger sample that comprises all education levels in Jordan.

Towards enhancing teaching and learning computer programming in Saudi Arabia

Globally, numerous students struggle with understanding computer programming, which is one of the most difficult courses in the computer science curriculum as stated in the literature. This is especially true in a diverse learning environment where students come from different disciplinary backgrounds, language skills, and cultures. Hence, to improve on the aforementioned challenges, another research introduces a framework that combines constructivist and collaborative learning theories with a student-centered teaching pedagogy for teaching postgraduate introductory programming classes at Central Queensland University, Australia. However, the framework will not work effectively when teaching computer programming courses to undergraduate students in Saudi Arabia. This is due to geographical differences, study levels, negative emotional issues, and stress affecting students' learning. Such as students' first view that programming is difficult, or the difference between students' and teachers' perspectives on learning (disciplinary backgrounds, language skills, and cultures). Therefore, this paper proposed a student-centered learning and teaching method that combines constructive alignment (consistency), collaborative learning theory (collaboration, conception, and cognition), and bits of Maslow's theory (love/belonging and self-actualization) in a student-centered teaching pedagogy. The research findings reveal that when using the existing method to teach Introduction to Computing-II (Object Oriented Programming in Java) at the University of Hafr Al Batin, Saudi Arabia, only 87.5% of students passed the course, while 12.5% failed. However, when using the proposed method 95.2% of the students passed the course, while only 4.8% failed. Thus, the proposed method clearly shows significant improvement, with the failure rate reducing from 12.5% to only 4.8%.

Emotional intelligence and second/foreign language achievement: A meta-analytic review

A growing body of literature examined the role of emotional intelligence (EI) in second/foreign language learning (L2) achievement. Though positive relationships have been reported, negative or non-significant relationships were also found. To date no study has quantitatively synthesized the overall effect size between EI and L2 achievement or the potential moderators influencing their relationship. The current meta-analysis fills this research gap by examining 39 independent studies with a cumulative sample size of 6,571 participants. Random-effects model yielded moderate-to-large coefficients ( r = .43, 95% CI: .32−.53 with actual language performance as the outcome; r = .43, 95% CI: .19−.61 with perceived language proficiency as the outcome). Moderation analyses showed that the effect was stronger for female, collectivistic culture, and final grades as language measures (as opposed to standardized tests) but not influenced by educational level, major, specificity of L2 achievement, skills of language learning or publication year. Reasons for the effect, possible explanations for moderating effects, and pedagogical implications are discussed.