Language Students Research Articles

Online Academic Tutoring for English Language Learning: A Case Study of Receptive Skills Development in Ecuadorian Students

This study examines the impact of online academic tutoring on Ecuadorian students of 5°, 6°, and 7° grades of Educación General Básica (EGB) on English receptive skills. Despite English's importance and integration into Ecuador's education system, language acquisition keeps facing some challenges due to resource limitations and diverse linguistic backgrounds. The research involved 52 students and 57 preservice teachers in an exploratory case study. Statistical data showed how digital education along with online academic tutoring contributed to improvements in the receptive skills of a group of English language students as well as let researchers see the most significant gains in 7th graders. Preservice teachers also developed pedagogically but encountered technical challenges. Findings underscore online tutoring's potential to address educational gaps, highlighting the need for greater investment in digital infrastructure and teacher training. Future research should examine the socio-emotional impact of online tutoring on learners' confidence and well-being.

Determinants Of English Language Anxiety With Respect To Educational Background Among Undergraduate University Students: A Comparative Study

A large group of English language students especially students belonging to all educational levels are anxious in language education progression. Several studies have deduced that anxiety can be an obstacle to success in second or foreign language learning. The purpose of this study was to compare language anxiety of different educational[1] background in Pakistani education system. The research undermines a quantitative research methodology follows a deductive approach. For this research, the target population was undergraduate students of different educational backgrounds of private University. The sampling technique for this research was Purposive Sampling. The sample size for this study was 349 whereas; the data was collected through primary sources. The collected data was then analyzed through Pearson Correlation tests, T tests. The reliability of the data was analyzed through Cronbach Alpha. Since this study was a comparative study, in this regard the research paper attempted to compare the test anxiety of students of Matric system with the Cambridge System. Essentially, there is a very slight difference in the levels of language anxiety between matric and Cambridge students of Private Universities of Karachi. Like previous conducted research this study also revealed that nonnative language especially in higher level i.e. in university level is the most anxiety exasperating second language skill.

Psychological and Mental Health Evaluation of English Language Students using Recurrent Neural Networks

Psychological and Mental Health Evaluation of English Language Students using Recurrent Neural Networks

A Corpus-Based Text-Centric Approach to the Scientific Discourse Actualization in the Process of Forming the Professional Language Personality of Linguistic Specialties Students

The article analyses the effect of the corpus text-centered approach on the development of the personality of a linguistics student in the changing socio-pedagogical and professional context of modern society. The ways of scientific discourse actualization in the digital linguodidactic space are investigated, a systematic and in-depth justification of its forms is given, practical and didactic measures affecting the formation and harmonious development of the professional language personality of students are considered. The key characteristics of scientific communication necessary for future specialists for successful professional development in the field of linguistic knowledge are being clarified. The specifics of teaching students a foreign language based on a text-centric approach based on the online corpus dictionaries and digital word cloud technology use are being clarified. The purpose of the article is to investigate and demonstrate the conceptual model and principles of the modern didactic system, which is based on the corpus text-centered approach in the teaching of scientific discourse to language students and the development of their professional language personality. Methodology. In addition to quantitative methods, the pedagogical experiment aimed to find out the characteristics of the formation and development of the scientific discussion skills of students in the field of education “Professional education (according to industry)” a text-centric approach was used. In conclusion, it can be stated that the effectiveness of the corpus text-centered approach in the development of the professional personality of language students has been demonstrated. Recognizing the specifics of scientific communication, this approach helps students improve their reading, writing, speaking skills and understanding of foreign scientific discourse, as well as expand their vocabulary and develop logical thinking and communication skills.

The Impact of Incorporating Texts from Nahj al-Balagha of Imam Ali (Peace Be Upon Him) on the Academic Achievement of Fifth-Year Literary Students in the Subject of Arabic Rhetoric

No researcher or observer of the current state of Arabic language instruction in our schools can overlook the weakness of our students in this subject. Our students struggle with reading correctly, writing accurately without errors, and expressing themselves with precise and eloquent language. Additionally, they have difficulty understanding the meanings of literary texts and uncovering the imagery within them. This observation is supported by numerous scientific studies that have pointed to the weakness of students in the Arabic language, compounded by the continued use of traditional teaching methods, which have led to a lack of interest in learning the subject (Al-Rubaie, 1989). The study by (Al-Ubaidi) further confirmed a clear weakness among high school female students, especially in Arabic rhetoric. The issue of weak Arabic language skills is not confined to high school students; it extends to students in education colleges as well. Al-Jubouri's study revealed that the overall state of the Arabic language, particularly grammar, is distressing, reflecting the inability of Arabic language department students to master linguistic skills, especially syntax. Given all this, it has become natural for the Arabic language to drift away from everyday speech, and its rhetorical applications have become difficult for learners to comprehend, making it challenging for students to grasp its beauty and eloquence. Moreover, other reasons prompted the researchers to conduct this current study, including feedback from those who found the idea intriguing and believed it could motivate female students towards their lessons. Furthermore, there is a scarcity of studies that have explored teaching rhetoric by employing texts from Nahj al-Balagha by Imam Ali (peace be upon him). The researchers agree with opinions that attribute the majority of the problem to the aforementioned reasons. Therefore, the researchers have employed texts from Nahj al-Balagha in teaching Arabic rhetoric, hoping that this will be a small contribution to the larger goal of making this subject easier to teach

Are They Literate on ChatGPT? University Language Students’ Awareness, Benefits and Challenges in Higher Education Learning

This study explored university language students’ usage, awareness, readiness, and concerns, as well as the perceived benefits and challenges of utilizing ChatGPT in higher education learning. An explanatory sequential mixed-method design was used in this study, combining an online survey and semi-structured interview. The respondents consisted of 355 undergraduate and postgraduate students from various disciplines of five universities in Indonesia. The findings reveal that a majority of students had been using ChatGPT for their learning purposes, especially for writing assignments. The findings also highlight that those university language students had a high level of awareness, readiness, and concerns of using ChatGPT for their academic activities. Additionally, students acknowledged the potential benefits for writing support, personalized learning, increased productivity, brainstorming for generating ideas, and additional resources. However, challenges regarding inaccuracy, lack of critical thinking, plagiarism and AI detection, and technical problems. These findings provide a nuanced understanding of how university language students utilize and perceive ChatGPT for their learning purposes.

Evaluating the Effectiveness of Dramatic Approaches in Improving Oral Communication Skills among Arabic Language Students of Colleges of Education in North Central Zone Nigeria

Recent literature highlights a widespread issue of poor oral competence and communication skills among Arabic language students in Nigerian institutions of higher learning. Contributing factors, including the use of inappropriate teaching methods, have been identified. This study explores the impact of using drama techniques to enhance Arabic oral communication skills among students in Colleges of Education across North Central Nigeria. A pre-experimental design was utilized, with one group serving as the experimental group and the other as the control group. The intervention took place during the second semester of the 2023/2024 academic year, involving 51 students in their 200 level. The sample was divided into 26 students for the experimental group and 25 for the control group. To measure outcomes, a test and evaluation scale for oral expression skills was developed. Statistical analysis, including means, standard deviations, and independent sample t-tests, were applied. The findings indicated a statistically significant difference in favour of the experimental group, suggesting that drama techniques can be an effective approach for improving spoken Arabic, particularly within the Nigerian educational context

Cross-Cultural Poetics: Exploring the Impact of Poetry Teaching Methods on Enhancing Cultural Comprehension in Chinese Language Education in Japan and Korea

This study explores the effectiveness of poetry teaching in enhancing students' cultural understanding within Chinese language education in Japan and South Korea. From the perspective of cross-cultural education, this paper analyzes the teaching methods of poetry, a core element of Chinese language education, in Japanese and Korean classrooms, focusing on phonetic learning methods and historical cultural background teaching methods. By combining qualitative and quantitative research approaches, the study examines the impact of different teaching methods on students' language proficiency and cultural understanding. The research subjects include Chinese language students from Korea University and Kyoto University, with data collected through various methods such as classroom observations, in-depth interviews, and questionnaires. The study concludes that both the historical cultural background poetry teaching method and the phonetic learning method significantly enhance students' cultural understanding within Chinese language education. This research provides new recommendations for poetry teaching in Chinese education in Japan and South Korea, as well as for improving students' literary literacy and aesthetic appreciation abilities

Enhancing Reading Literacy in Thai Grade 2 Students through Active Learning Activities

The purpose of this study was to investigate the effectiveness of employing a comprehensive active learning management plan in enhancing reading literacy among 2nd-Grade students in Thailand. The participants were 24 English as a foreign language (EFL) students in Thailand, selected through cluster random sampling. The research instruments included a learning management plan featuring a mix of active learning activities, including game-based learning, interactive storytime, story swap, and comprehension puzzles, and a pre–post reading literacy test. Data were analyzed using percentages, mean score, standard deviation, learning management effectiveness (E1: E2), the Effectiveness Index (E.I.), and a paired samples t test. The results show that active learning is effective, with students’ post-test scores being significantly higher than their pre-test scores. This study contributes to the existing body of evidence supporting active learning in primary school language classrooms. It highlights the benefits of incorporating a variety of active learning activities, rather than relying on a single approach, to enhance reading literacy.

Интерпретационная деятельность обучающихся на уроках русского языка и литературы в 11 классе как основа подготовки к государственной итоговой аттестации (итоговое сочинение)

The research aims to identify effective methods and forms of interpretive activity of students in Russian language and literature classes aimed at achieving subject-specific and meta-subject results within the framework of preparing for the state final certification in the 11th grade. The paper examines one of the key methodological problems of the modern educational space, i.e., the organization of text work among graduates in Russian language and literature classes in the context of preparing for the final essay. The scientific novelty of the research lies in the fact that it presents a communicative-cognitive approach to text work in Russian language and literature classes in high school in the context of preparing students for the final essay. As a result, the stages of text work have been identified, the methods and techniques of students’ interpretive activity have been described. In addition, the paper has systematized questions and tasks that contribute to the organization of a dialogic classroom space, understanding of the text, help to actualize analytical work in class, activate the generation of students’ own texts based on the use of cognitive teaching methods, and also ensure the implementation of the requirements of the Federal State Educational Standard of Secondary General Education in the area of achieving students’ subject-specific, meta-subject and personal results during preparation for the state final certification.

Bibliometric Analysis of English Language Students' Perspectives on Difficulties in Translation

Bibliometric Analysis of English Language Students' Perspectives on Difficulties in Translation

Effect of a Self-Regulated Vocabulary Learning Mobile Application on EFL Students' Vocabulary Learning Achievement and Motivation

The purpose of this study was to develop and evaluate the effectiveness of a self-regulated vocabulary learning mobile application (SRVL-MAPP) to improve English as a foreign language (EFL) students’ English vocabulary learning achievement and motivation. To evaluate the effectiveness of SRVL-MAPP, an experiment was conducted with 60 fourth-grade students from a primary school in Henan Province, China. These students were divided into two classes and randomly assigned to either the experimental group, which used SRVL-MAPP, or the control group, which used a mobile vocabulary learning application (NSRVL-MAPP) without the SRL mechanism, with 30 students in each group. The experiment lasted for three weeks. The results revealed that students in the experimental group outperformed those in the control group in both vocabularies learning achievement and motivation. In addition, the results also indicated that SRVL-MAPP significantly improved the English vocabulary learning achievement and motivation of field-dependent learners, while no such effect was observed for field-independent learners.

Application of Student-Centered Learning in Improving Teaching English as a Foreign Language Students’ 21st-Century Skills Performance

A student-centered learning (SCL) method has been applied to improve Teaching English as a Foreign Language (TEFL) students’ 21st-century skills at the English department of a university. Therefore, this study aimed to investigate the effect of SCL application on TEFL students’ 21st-century skills performance. To achieve this objective, a total of 220 questionnaires were distributed to TEFL students, and ten course designs were obtained from the department. Content analysis on course designs showed that hard skills were more prioritized than soft skills, while character slightly ebbed in learning design. Furthermore, SCL application through Group, Independent, and Online learning methods significantly increased TEFL students’ 21st-century skills. Hard and soft skills were most and slightly associated with cumulative grade point average (CGPA), respectively. These results showed that SCL should be properly applied to deliver course content and improve 21st-century skills performance.

Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context

This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT’s potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided.

Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students' Learning Engagement.

Given the value of student engagement and its impact on academic performance, it is critical to identify factors that influence student engagement in different educational contexts. To do so, we examined the contributions of perceived teacher autonomy support and school climate in English as a foreign language (EFL) students' learning engagement. We conducted online surveys of 331 Chinese intermediate English learners. We substantiated the validity of the survey scales for measuring these three latent variables through confirmatory factor analyses (CFA), and we employed structural equation modeling (SEM) to identify interrelationships in these variables of interest. Both perceived teacher autonomy support and school climate were significantly and positively related to student engagement, with school climate more strongly correlated than teacher autonomy support. These findings suggest that teacher autonomy support and a positive school climate are important contributors to student engagement in EFL classrooms, and we discussed practical implications of these discoveries for EFL teachers.

Developing of Thesis Guidance Learning Media Using The Five Stage Model (MANTAP) in French Language Study Program

The COVID-19 pandemic has been proven to have a significant impact on changes in various aspects of human life, including education. One group that is specifically affected is final semester students who face challenges in the thesis preparation process due to the large-scale social restriction (PSBB) policy in Indonesia. With limited social interaction and face- to-face learning, the thesis guidance process becomes more complex, increasing the psychological and academic burden for students. including the thesis supervision process for French Language Students at Medan State University. As an alternative solution, research was carried out by examining the use of GitHub as a cloud storage medium and Telegram as a communication platform to speed up the thesis guidance process, where when students make corrective changes to the thesis files contained in Github, the lecturer will automatically get the information via notification on Telegram. This research uses the MANTAP model in system development, where the results of each stage will become input for the next stage so that the process of improving each other occurs. The test results of the real-time notification system show that the notification messages to lecturers and students are completely accurate, namely 100%, meaning that every change made to the thesis file on Github will be notified automatically by Telegram. Apart from that, from measuring the system response time with 2 scenarios, it was found that the average response time was very good based on QoS (Quality of Service) standards, namely 0.47 ms for scenario 1 and 0.82 ms for scenario 2, this difference is the average response time for scenario 1 and scenario 2 This occurs due to differences in internet speed for each collabator which has an impact on differences in response time obtained.

Academic achievement in English: Minority home language students in early French immersion

Aims and Objectives: Increasingly, students who speak a minority language at home (minority-L1) enroll in Early French Immersion in Canada. A frequent question is the extent to which they develop academic abilities in English. Accordingly, this study asks: (a) Do a similar percentage of minority-L1 students meet provincial standards for academic achievement when tested in English when they attend French immersion compared to English language of instruction? (b) What are the outcomes for minority-L1 students with relatively low English proficiency? and (c) What factors contribute to minority L1-students’ academic achievement when evaluated through English? Methods: We compared performance on province-wide assessments of English reading, writing, and mathematics for Grade 3, minority-L1 students enrolled in French immersion ( n = 196) and in English ( n = 169). Data and Analysis: Chi-square analyses compared the percentage of participants meeting the provincial standard in each academic domain in French immersion and English programs. Predictors of performance within two English proficiency groups ( low and not low) were investigated using binary logistic regression analyses. Findings and Conclusions: In each domain, a similar percentage of minority-L1 students in French immersion and in English met the provincial standard, illustrating that immersion programs are suitable for minority-L1 students. Logistic regression revealed some overlap in individual difference factors, but the constellation of significant predictors differed for students with low English proficiency and those with relatively higher levels of proficiency. Individual learner profiles need to be considered when determining how to support these students. Originality: This study specifically considered performance of minority-L1 students across programs and examined if predictors of achievement in English are comparable for students with different levels of English proficiency. Significance: As school boards work to improve inclusivity within their programs, this study offers much needed evidence concerning the performance of minority-L1 students in dual language programs.

English in Science Education Significantly Enhances Student Achievement in Iraq

General Background: The influence of teaching methods in science education is critical for student achievement, particularly in multilingual contexts. Specific Background: This study focuses on the Al-Mutamaizeen and Al-Mutafawqeen secondary schools in Iraq, where students study scientific subjects in English and Arabic, respectively. Knowledge Gap: Limited research exists on how language of instruction in scientific subjects impacts English language proficiency and overall academic achievement among high-achieving students. Aims: The research aimed to identify the effect of teaching scientific subjects in English on the academic achievement of students in the English language, comparing students from Al-Mutamaizeen (studying in English) with those from Al-Mutafawqeen (studying in Arabic). Results: The study employed an experimental design and included a sample of 76 students from Najaf High School for the Distinguished and 80 students from Kufa High School for the Gifted. Statistical analysis revealed significant differences in favor of the students who studied science subjects in English, attributing their success to the continuous use of English during scientific instruction. Novelty: This study provides novel insights into the direct relationship between language of instruction in science and English language proficiency, showing how integrating English into scientific subjects enhances overall academic performance. Implications: The findings suggest that teaching scientific subjects in English could be generalized to similar student groups to improve both English proficiency and academic achievement in science, particularly in multilingual settings. Highlughts: Language instruction influences student achievement in multilingual science education. English use in science improves language skills and academic performance. Teaching science in English benefits high-achieving students' overall achievement. Keywords: Teaching methods, English instruction, science education, academic achievement, multilingual schools.

Paper assessment or online assessment: exploring the impact of assessment modes on EFL students’ language learning outcomes and personal development

This research explores how paper and online assessments (OA) can affect EFL learners’ personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners’ self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology.

Mindfulness and Perceived Stress Among English Language Students in Uzbekistan

Mindfulness and Perceived Stress Among English Language Students in Uzbekistan