Language Learner Students Research Articles

Using Games: Role Play and Kahoot in English Language Teaching and Learning for Tourism Students

To improve students' language learning and overall learning experience, the incorporation of games intoEnglish Language Teaching (ELT) has emerged as a potential pedagogical method. This abstract explores theuse of two types of game, namely role play and kahoot as a creative and successful teaching and learningEnglish, focusing on the effects on language proficiency, motivation, and engagement. Games are used in ELTas a dynamic and engaging platform that promotes a learner-centered atmosphere and stimulates studentparticipation and teamwork. The variety of possibilities accommodates to various learning styles and interests,combining conventional board games and digital kahoot language learning programs. Games establish anemotionally safe environment for language learners to explore with the target language without worryingabout making mistakes by incorporating aspects of enjoyment, competition, and challenge. This encouragingenvironment makes a big contribution to increasing students' self-assurance and lowering their anxiety, whichfosters a happy learning environment. Additionally, games can be altered to fit with particular language goals,allowing teachers to focus on different linguistic abilities like vocabulary, grammar, speaking, listening, andreading comprehension. The abstract also explains how games encourage situational learning and real-worldlanguage use. Role-playing games and simulations, for instance, let students put their language abilities incontext while immersing them in real-world situations. Meanwhile, kahoot can help students to enjoy thelearning process digitally. In conclusion, games present an effective and adaptable instrument to transformEnglish Language Teaching and Learning.Keywords: Games, Role Play, Kahoot, English Language Teaching, Learning

The Impact of High School Preparatory Classes on English Achievement, Anxiety, and Motivation

This study aimed to examine the relationship between achievement in language learning, language anxiety, and motivation in high school students who took and did not take preparatory classes. This study used a quantitative method to describe all students’ responses to a list of questions. Ex post facto analysis, a quantitative method design, was used in this study. The study involved 468 students enrolled in the public Anatolian high schools. The data was collected using the Foreign Language Learning Anxiety Scale and the Motivation Scale in English Language Learning. The high school students' English achievement levels were calculated using their end-of-year English grades. The data was analyzed using the T-test, Pearson Correlation, and Regression Analysis. According to the results, preparatory classes motivate students to learn a foreign language. Students who participated in preparatory classes were more inspired than those who did not. Students who took preparatory classes outperformed students who did not take preparatory classes in terms of achievement and achieved more outstanding English-language scores. Moreover, it was revealed that students' anxiety affected their English-language achievement negatively, while motivation increased the achievement of learning English.

Seeking Remedy for Improving International College Students’ Reading Comprehension

This report reflects on the findings of one of the projects within a series of research studies in the field of multimodality conducted by the author of the current paper with different samples of participants in the US university settings. The principal investigator (PI) designed this qualitative case study and had it approved by the IRB committee. Vygotsky’s socio-cultural constructivism theory has been found most appropriate to lay the ground for this research as the sample was purposefully assembled of 14 International English language learning (ELL) students newly arrived in the United States from their significantly diverging social and academic backgrounds. The PI’s practical teaching experiences and the results of her previously conducted studies with the other groups of participants urged this researcher to further search for some efficient strategies and means of learning, which might help these specific student populations with their deeper reading comprehension of complicated academic texts they were otherwise struggling to comprehend. As claimed by this investigator, usage of multimodality might have a strong potential to assist the International ELL college students with their reading comprehension. Within this current project, data were collected via participant and site observations, surveys, artifacts in the form of the comprehension tests, and individual interviews with participants. All the data were coded, analyzed, and triangulated aiming to find recurring themes. This research found that participants recognized the visual mode of multimodality most helpful to them, followed by the auditory, and print-based ones. In the surveys and interviews, the participating students outlined a range of multimodal reading comprehension strategies, which they perceived as most efficient while their working on this project tasks. The comprehension test results served as the evidence in support of the interview- and survey-based data. High significance of the findings of this research is in their applicability to the wide populations of the International ELL college students in the US colleges and world-wide.

Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students.

This mixed-methods study evaluates the impact of AI-assisted language learning on Chinese English as a Foreign Language (EFL) students' writing skills and writing motivation. As artificial intelligence (AI) becomes more prevalent in educational settings, understanding its effects on language learning outcomes is crucial. The study employs a comprehensive approach, combining quantitative and qualitative methods. The quantitative phase utilizes a pre-test and post-test design to assess writing skills. Fifty EFL students, matched for proficiency, are randomly assigned to experimental (AI-assisted instruction via ChatGPT) or control (traditional instruction) groups. Writing samples are evaluated using established scoring rubrics. Concurrently, semi-structured interviews are conducted with a subset of participants to explore writing motivation and experiences with AI-assisted learning. Quantitative analysis reveals significant improvements in both writing skills and motivation among students who received AI-assisted instruction compared to the control group. The experimental group demonstrates enhanced proficiency in various aspects of writing, including organization, coherence, grammar, and vocabulary. Qualitative findings showcase diverse perspectives, ranging from recognition of AI's innovative instructional role and its positive influence on writing skills and motivation to concerns about contextual accuracy and over-reliance. Participants also reflect on the long-term impact and sustainability of AI-assisted instruction, emphasizing the need for ongoing development and adaptation of AI tools. The nuanced findings offer a comprehensive understanding of AI's transformative potential in education. These insights have practical implications for practitioners and researchers, emphasizing the benefits, challenges, and the evolving nature of AI's role in language instruction.

How do Eye Movements and Visual Attention in Letter-Finding Tasks Differ in Children with Different Levels of Reading Skills?

Children with different levels of reading proficiency demonstrate different information processing speed, reading accuracy and cognitive strategies. The study presents the results of analyses of eye movement features when performing letter search tasks in lexical and sub-lexical environments. The task of searching for a particular grapheme by the respondents is approximated to real-life conditions, since in the course of language learning students regularly face the tasks of searching for certain orthograms in educational texts or self-checking tasks (i.e., errors in their own texts), which is especially important for children with dysorphographia, regulatory dysgraphia, and other learning difficulties. Forty-nine children aged 9 to 10 years participated in the study. Reading skills were assessed using the Standardized Assessment of Reading Skills (SARS). Nonverbal intelligence was assessed by using Raven’s coloured progressive matrices. Participants performed a letter search task in text and letter list, eye movements were recorded using the EyeLink 1000 Plus eye tracker. Rank correlation analyses showed that the level of reading skill development was related to the efficiency of finding specific items in a given context. In addition, the duration and number of gaze fixations on the searched units in the letter list were not always related to the number of correct answers, indicating a complex process of visual attention during the search task. In addition, it was observed that foveal vision was not always necessary for performing search tasks in children with normally developed reading skill levels. The study also investigated the concept of functional visual field and how the surroundings of the items being searched affect the attentional mechanisms involved in visual search. Overall, this study provides evidence on the relationship between reading skills, attention and visual information processing, which contributes to understanding reading strategies in children with dyslexia and creating new methods for screening children with dyslexia in the future.

Role of Digital Tools in English Language Teaching

Digital tools play a vital role in teaching English as a second language. Digital tools, especially integrated data management systems, help in systematically organizing, analysing, and retrieving this data. This ensures timely submissions, adherence to data requirements by different regulatory agencies, and a reduced risk of data-related non-compliance. The language classroom has benefited from technological advancements in various academic fields. The advancement of technology should be enthusiastically welcomed by English teachers and use it as a medium to support their goals. Process of teaching and learning. This updated method of instruction has been welcomed and acknowledged by all educators, both the parent and the student. Students exhibit increased enthusiasm and eager to learn things in this novel way. Training has been provided by shifted from being teacher-cantered to being student-centric. Using contemporary technology to actively engage students in language learning and inspire them to practically acquire English language skills is one of the ultimate goals. This can be acquired by means of an open setting for learning that encourages transparency and access to the topics and data via contemporary technology, ways in which pupils are inspired and guided to converse with one another. Regarding the future growth, it’s obvious that multimedia will be essential to the methodical approach to teaching English to contemporary norms. Therefore, the Caliber of instruction and implementation of pupils to contemporary educational frameworks would gain from a thorough evaluation of your English language proficiency to raise general communication skills. In this article,the use of various digital tools which helps in learning and teaching English is elaborately discussed.

New Possibilities of Artificial Intelligence-Assisted Language Learning (AIALL): Comparing Visions from the East and the West

Despite the benefits of artificial intelligence-assisted language learning (AIALL) for students and teachers, the scientific literature in this field remains relatively scarce, especially regarding the perceptions of language teachers. This paper aims to narrow this research gap by considering the potential cultural differences between in-service language teachers by comparing and contrasting the attitudes of language teachers located in different contexts (i.e., Eastern and Western countries) towards AIALL. Following a qualitative research approach and a descriptive, transversal, and correlational method, a six-question semi-structured interview was designed and administered to unveil the perceptions of six language teachers located both in Eastern (i.e., Vietnam, Iran, and Indonesia) and Western (i.e., Spain, Germany, and the United Kingdom) countries. The findings show that the participants were positive about the potential of AIALL for teaching and learning languages, although they all showed a certain anxiety regardless of their context. Moreover, and although there were shared concerns, differences were found between Eastern and Western participants, especially concerning equitable access, balance between language skills, and ethical aspects. This study reveals that teacher training is essential to introduce AIALL in the classroom, and that practitioners need to rethink assessment to avoid plagiarism and cheating, but also to take advantage of AIALL.

The Review of Research on Problem-based Learning Instruction on Students Language Learning

The Review of Research on Problem-based Learning Instruction on Students Language Learning

The Need to Use Translation Software in the Classroom: Perception of Chinese International Engineering College Students in Language Learning

This study aims to analyze students' perception and usage of translation software for language learning. A survey questionnaire was administered to International Engineering College students to gather data on their attitudes, reasons, and experiences related to using translation software. The findings reveal that a significant number of students agree to strongly agree with the use of translation software in various language learning contexts, such as translating simple sentences, long paragraphs, unfamiliar words, and during English classes. The majority of students perceive translation software as a valuable tool for improving language skills and facilitating communication with foreign teachers. However, some students also express dissenting opinions, suggesting that translation software may not be the optimal method for learning and improving English proficiency. The discussion highlights the benefits and limitations of translation software, as well as the need for a balanced approach to its usage. While translation software can be a helpful resource in specific language learning tasks, it should not replace authentic language input and independent learning. The findings emphasize the importance of integrating translation software into language learning curricula and providing guidance to students on effective and critical use. This study contributes to the understanding of students' perceptions of translation software and provides insights for educators and learners on maximizing its potential for language learning.

The role of intercultural competence in successful intercultural communication of students in foreign language learning

Relevance. Globalisation, migration, increasing international relations and exchanges create the need for effective communication between people from different cultures and language communities, and therefore the investigation of intercultural competence becomes a relevant issue for foreign language students.Purpose. The purpose of this study was to investigate the role of intercultural competence in ensuring successful intercultural communication of students engaged in foreign language learning in higher education institutions.Methodology. This study employed a set of methods of scientific cognition, namely analysis, systematisation, abstraction, and generalisation.Results. As a result of the study performed, it was possible to explore aspects of successful intercultural communication in students� foreign language learning, such as mutual respect, active listening, flexibility and tolerance, language skills, intercultural literacy, common goals and interests, practice and tolerance for mistakes, and self-awareness. As a result of this paper, it was found that intercultural competence can improve students� motivation to learn a foreign language, as understanding other cultures can make learning more interesting and meaningful.Conclusions. The study explored that technology in education and online learning can contribute to the development of intercultural competence. In addition, the study found that globalisation processes and migration affect the need for intercultural competence. Educational institutions and teachers can use the findings of this study to develop more effective foreign language teaching programmes, including components that promote the development of students� intercultural competence.

Dilemmas faced by rural students in learning and reading

The study involves college-level students in rural schools focusing on motives that may be barriers to English language learning and reading for students in rural areas. This paper introduces the English language school education in India, the development of the English language and students' understanding of the English language as a second language and the problems faced by rural students. A study is conducted among rural students with in-depth questions which helps in understanding the problems of reading and learning in English language. Finally, the feedback from the college students helped in becoming aware of the problems and gave some suggestions to overcome the barriers and enhance the skills of the rural students.

Students' English Skills and Their Ways of Learning

at the Faculty of Languages and Literature, Makassar State University. The subjects of this research were fourth-semester students of the English Education Study Program, Department of English, because in that semester there were Learning and Teaching courses. This research wants to see what the student's language learning model is. Students in the fourth semester of the 2021/2022 academic year who took this course in 5 classes consisted of 210 students. However, this research was only carried out in 2 (two) classes, namely classes D and E with a total of 82 students. This research uses a qualitative approach, namely Qualitative Descriptive research. The results of this research show that Students' English language skills are obtained a little differently with only 2 (two) ways of learning English, namely formal and informal, Students' ways of learning English are slightly varied and utilize technology, including: Watching English films/videos; Listening to English songs; YouTube; TikTok; Internet/ Google; Memorizing vocabulary; English podcasts; Practice; Social media; book; and Games.

The Implementation of Kurikulum Merdeka in Learning English to Students With Special Needs at SMP Plus Rahmat Kediri

This study aims to investigate the implementation of the Kurikulum Merdeka in English language learning for inclusive students. The research method used is descriptive qualitative with observation, interview, and documentation triangulation techniques. The respondents involved in this study were English teachers and inclusion students at SMP Plus Rahmat Kediri, especially seventh-grade students. The research instruments used were observation sheets, interview guidelines, and documentation. The results show that implementing Kurikulum Merdeka in English learning positively impacts inclusive students' ability to understand the subject matter, actively participate in learning activities, and increase learning motivation. In addition, this curriculum also helps teachers design more inclusive learning and provide equal opportunities for all students. This research recommends that schools in Indonesia continuously improve and adapt the Kurikulum Merdeka to support better inclusive Education.

The Influence of Chinese University Students Learning Environment on Second Language Learning

There have been many studies on the influence of the learning environment on the learning effectiveness of English language learning, but few studies have been conducted on the influence of the learning environment on the second language learning of Chinese university students. Therefore, based on 53 undergraduates from thirteen provinces in China, mainly in the eastern coastal area, a questionnaire survey was conducted to investigate the relationship between the learning effectiveness of Chinese university students second language learning and their learning environment. The results of the study show that the affective learning environment is the most influential factor, which has a positive impact on the second language learning effectiveness of Chinese university students, while the physical and academic environments have a less significant impact. The paper concludes with recommendations for higher education institutions to approach the improvement of second language learning environments through the findings of the study, with a view to providing teachers and students alike with new inspirations for the application of second language acquisition.

Students' Foreign Language Learning Adaptability and Mental Health Supported by Artificial Intelligence.

The rapid development of social reform and the economy has brought great challenges to the mental health of college students. However, there are few studies on the impact of these psychological problems on college students' English learning. As a special group about to enter society, studying the mental health of college students in foreign language learning is of great significance. This paper discusses the principle of Artificial Intelligence (AI) technology and the interactive mechanism to support college students' foreign language learning. Additionally, the adaptability supporting college students' foreign language learning is analyzed according to the current situation of AI supporting foreign language learning. Then, the mental health of college students in the AI environment is investigated and analyzed. This paper takes foreign and non-foreign language majors of Changchun University of Technology as the object and uses questionnaires, interviews, and classroom observation to obtain basic data. The results show that college students' adaptability to foreign language learning is higher than that of non-foreign. Students' intelligent operation and knowledge storage level impact their adaptability to foreign language learning. Psychological health problems include learning anxiety, loneliness, depression, and inferiority in college students' foreign language learning. These negative emotions, to a certain extent, affect the learning effect of college students' foreign language learning. This paper is of great significance to the adaptability of college students' foreign language learning to the intelligent environment and the analysis of their mental health problems. This paper hopes to provide data reference for the research on improving college students' foreign language learning effects.

A Meta-Analysis Of Request And Apology Speech Acts In L2 Language Learning Of Arab Postgraduate Students At Malaysian Universities

A Meta-Analysis Of Request And Apology Speech Acts In L2 Language Learning Of Arab Postgraduate Students At Malaysian Universities

The influence of social media on English language learning and academic performance at undergraduate level

This research article imparts new and current knowledge about the essential characteristics of the influence of social media especially Facebook, and YouTube on the English language learning and academic performance of BS English students. The questionnaire was used as a research instrument to collect the data from the sample students. The questionnaire was developed online using the Google drive option. The developed questionnaire was shared with sample students through WhatsApp, Email, and social media. The sample of this study was 64 students of the University of Lahore who were studying in the BS English program. A convenient sampling technique was used to collect data. The nature of this research was quantitative. The descriptive and inferential statistics were applied to the collected data to get the results. The analyzed data revealed the findings concerning grammatical and vocabulary problems, health issues, poor results, assignments, exams, and downloading of material relevant to English language structure and use. The researcher concluded that social media influences English language education permanently. Future researchers should use and implement large sample and broader area.

Five Golden Rules for Successful Classroom Assessment Based on What We Have Learnt from JD Brown

Classroom language assessment aims to gather various types of information related to student language learning and use and use it to inform a range of formative-summative decisions, including how to provide feedback to help students improve their learning efficacy, what teaching adjustments are needed, and whether students have demonstrated their learning attainment defined by a given syllabus (Turner, 2012). This article presents five golden rules based on the contributions of JD Brown. These golden rules address a need for a practical and accessible assessment approach that helps language teachers effectively assess students’ learning achievement in the language classroom. This article is, therefore, written for language teachers and pre-service TESOL (Teaching English to Speakers of Other Languages) students. The five golden rules presented in this article are: (1) choose the suitable types of language assessment tasks; (2) recognise the two types of assessment interpretations; (3) consider and apply basic classical test theory for analysis of the assessment of learning; (4) develop well-defined assessment criteria and rubrics for judging students’ performance; and (5) use assessment of language learning as a source of feedback to improve assessment tasks and student learning.

The Influence of Self-Confidence on Student Learning Outcomes: A Study on 10th Grade Students in High Schools in The Bebandem District, Karangasem Regency, Bali Province

Students who have general self-confidence will be able to overcome fears or negative thoughts. Usually, students who have a high level of self-confidence will also have high academic achievement as well. While doing observation, the researcher found that some of the students have problems with their self-confidence. There were several phenomena already found, such as (1) the students were not able to express their thoughts and opinions when the students did the speaking activities. (2) the students were not confident while answering the question given. This study aimed to determine the correlation between students’ self-confidence toward student learning achievement in English language learning in tenth-grade students in the Bebandem district. This study is an ex-post-facto research design with a correlational technique and questionnaire method with 73 students in tenth grade in the Bebandem district were a sample of this study. Questionnaires of Students’ Self-confidence and documentation toward students’ report cards were used to collect the data then Descriptive statistics, and determination tests were used to analyze the data. Based on the data analysis it was found that there is a significant correlation between students’ self-confidence toward students’ learning achievement in English learning of tenth grade in the Bebandem district with a correlation value (0.099) and p-value (0.023) > 0.05. Based on the determination test is only 0.98 students’ self-confidence can explain the variance of learning achievement and 99.02% predicted by another variable that not examined in this study. The results of this study are by the theory from previous studies which mostly obtained results that there was a significant correlation between students’ self-confidence and learning achievement.

Exploring Digital Literacy Practices in English Language Learning for Secondary Level Students

Exploring Digital Literacy Practices in English Language Learning for Secondary Level Students