Language Learner Students Research Articles

Problematika Pembelajaran Bahasa Arab pada Mahasiswa Lulusan Umum di Prodi Pendidikan Bahasa Arab Universitas Pendidikan Indonesia

This study aims to determine the problems of understanding Arabic language learning in general graduate students of Arabic language education study programs. This study uses qualitative research methods with descriptive analysis and data collection techniques in the form of interviews and literature. The results of this study are 1. linguistic problems that general graduate students find challenging to understand Arabic learning material, both from memorizing vocabulary, grammar, or Nahwu and Sharaf and having difficulty understanding the material being studied. 2. Non-linguistic problems The problems that occur with general graduate students are for motivation. Students have the motivation to want to understand learning Arabic. However, learning material in class is considered difficult to understand because these students do not understand the methods used. Then the external environment of students who are not fluent in using Arabic affects the fluency of students learning Arabic.

They Are Talking, But Is It Productive? Exploring EFL Students' Small Group Talk

AbstractCurricular innovations in English language programs have placed increasing emphasis on providing opportunities for students to speak in the classroom, often through communicative group activities. However, despite decades of advocacy for small group talk, a rigorous conception of the quality of talk in these groups is lacking, particularly in the ways students productively use talk to meet curriculum objectives. This paper presents an analytic framework for characterizing the productive use of small group talk, exploring data collected from English language learning students in a South Korean university. Findings demonstrate the students' talk developed in the robustness of the talk repertoires, the collaborative nature, and the connections of their talk to course outcomes. This paper closes with a discussion exploring English language students' talk, challenging current understandings of students' talk abilities by pushing beyond simple communication in a foreign language and towards productive small group talk.

Pembelajaran Menyimak Bahasa Arab dengan Memanfaatkan Teknologi Informasi dan Komunikasi

Listening skills are an essential foundation for students in language learning, particularly in Arabic. These listening skills encompass the ability to comprehend spoken texts as a whole and the ability to focus on specific details, such as understanding information from speakers related to the details of what is conveyed, who is conveying it, when something happened, why something can occur, and how something can happen. Information and communication technology (ICT) is how technology is used to access, manage, and communicate information. This research employs qualitative descriptive methods with a literature review. Additionally, engaged observation has been conducted. In this era, the utilization of ICT is highly crucial, especially in the field of education. Many platforms can be used for online learning, such as zoom meetings, google meet, and learning management systems (LMS). In Arabic language listening instruction, the use of Information and Communication Technology (ICT) is highly effective. This is because students will experience the same level of comfort as they would when learning in a language lab or computer lab. This Arabic language listening instruction greatly aids students in enhancing one of the language skills they need to improve, which is listening skill.

Effect of English Language Learning Anxiety on Learner's Interactive Language Activities at Matriculation in Punjab

The psycholinguistic aspect of English Lexicon schooling as a foreign language plays a crucial character in the enlightenment of learners. Present-day research is focused to get an answer about the agitation and anxiousness level of English language learning in Matriculation students, both in public schools and private schools in Lahore, Punjab. To carry out this study, using FLCAS as a research instrument, data was collected from 800 participants, an equal number of learners from government and private institutions, as well as an equal number of female and male students. Data analysis was done by SPSS, it was found that learners experience moderate level to high levels of language anxiety in classroom situations. However, T-tests were adapted to figure out the difference in anxiety levels between government school and private school students. Similarly, a T-test was adapted to figure out the difference in anxiety levels among female and male learners.

Understanding Student Attitudes toward Delivering English Oral Presentations

Delivering English oral presentations is deemed a prevalent activity of language learning in the university setting. Given that students’ attitudes have a substantial impact on the outcomes of language learning through delivering oral presentations, this study examined the attitudes of 153 third- and fourth-year students enrolled in an English major at the Department of Foreign Languages at a university in Southern Vietnam toward delivering presentations in English. The study has also focused on investigating what factors affect their attitudes toward the presentations. The study used quantitative and qualitative methods in gathering and analyzing the data. The findings revealed that most of the students had positive attitudes toward the presentations although they encountered some impediments in the course of the delivery. Student language proficiency, learning styles, and factors related to teachers and audience are the key factors that are instrumental in students’ attitudes toward delivering their oral presentations; familiarity with the topic and public speaking anxiety also affected their presentations. Pedagogical implications were suggested to most benefit students of different proficiency levels and learning styles with regard to English oral presentations.

Pengembangan Modul Cerita Fabel Bermuatan Nilai-Nilai Pancasila Berbasis Flipbook

This research is motivated by the problems and obstacles experienced by students, namely difficulties in making and imagining in making fable stories. This research will develop Flipbook-based modules in Indonesian language subjects with Fable story text material. The development of this digital module contains. Pancasila values which aims to educate students through moral and social values on the. Pancasila precepts. This research aims to produce digital-based learning media to facilitate learning. The research procedure uses the Research and Development (R&D) method by applying the ADDIE development model which consists of: 1) Analysis, 2) Design, 3) Production Development, 4) Implementation, and 5) Evaluation. The data obtained in this study were obtained using data collection techniques in the form of observations, interviews, material expert and media expert assessments and student response questionnaires to determine the feasibility of digital modules that have been developed. The results of this study indicate that the module of fable story text with Pancasila values based on flipbook obtained the assessment criteria very feasible to be used in learning. This can be seen based on the assessment of media experts with a feasibility percentage of 98% and the assessment of material experts with a feasibility percentage of 97.50%. Meanwhile, the feasibility assessment of the small class trial student response obtained a feasibility percentage of 96.34% and the large class trial assessment obtained a feasibility percentage of 96.47%. The fable story module with Pancasila values has been declared feasible and can be used by teachers and seventh grade students in Indonesian language learning.

Nihonggo No Benkyou: The Case of Filipino ESL Teachers in Graduate School

In 2010, the Commission on Higher Education (CHED) institutionalized the offering of foreign languages in the curricular programs of higher education institutions to accord global acceptance of local graduates in the Philippines. In graduate school, Nihongo is one of the foreign languages commonly offered in the local university. Theoretically, the second language acquisition of adult learners (i.e., graduate students) is crucial and different from adolescent language learners. And there is a dearth of literature on Filipinos learning Nihongo; most of them involve college students and overseas Filipino workers (OFWs) and less among ESL teachers in graduate school. This study: (1) contributed to the limited evidence in Japanese language learning of Filipino students; showed qualitative evidence on the CPH of adult learning a third or fourth language. Results revealed that though most of the ESL teachers in graduate school were middle-aged, they partly considered their age crucial in learning Nihongo and declared that their age was not the only factor in recognizing their difficulties in learning a foreign language rather other learning limitations such as affective factors, learning environment, workload, etc.; (2) presented the ESL teachers’ difficulties in learning Nihongo language in the graduate school such as writing and translating sentences and phrases, vocabulary and pronunciation; and (3) showed their strategies in learning the Japanese language as an academic requirement were creating mental linkages, applying images and sounds, reviewing well, and employing actions. Thus, this study presented recommendations for the effective teaching of Japanese language among graduate students in the Philippines.

The Differential Experience and Educational Outcomes Among Two Cohorts of English Language Learning Students

This study examined the differential experience and educational outcomes among two English Language Learning (ELL) student cohorts, namely holders of a high school diploma and individuals who did not complete high school. Our analysis of 39 interviews with ELL respondents demonstrated that premigration experience; personal qualities; interactions at home, in school, and in the community; as well as peer influence, have shaped the differing experience and inequitable educational outcomes of ELL students. The findings brought attention to the areas of support for all ELL students, including quality classroom instruction, explicit and structured ELL education, supplementary academic and literacy programs, responsive psychosocial support, and access to positive mentors. Keywords: ELL students, educational experience, educational outcome Cette étude a examiné les différentes expériences et résultats scolaires de deux cohortes d'étudiants apprenant l'anglais (ELL), à savoir les titulaires d'un diplôme d'études secondaires et les personnes qui n'ont pas terminé leurs études secondaires. Notre analyse de 39 entretiens avec des répondants ELL a démontré que l'expérience antérieure à la migration, les qualités personnelles, les interactions à la maison, à l'école et dans la communauté, ainsi que l'influence des pairs, ont façonné l'expérience différente et les résultats scolaires inéquitables des étudiants ELL. Les résultats ont attiré l'attention sur les domaines de soutien pour tous les étudiants ELL, notamment un enseignement de qualité en classe, une éducation ELL explicite et structurée, des programmes académiques et d'alphabétisation supplémentaires, un soutien psychosocial adapté et l'accès à des mentors positifs. Mots clés : étudiants ELL, expérience éducative, résultats scolaires

The Individual Differences of Indonesian High School Students’ Academic Interest in English as a Foreign Language

This study aims to examine individual differences, using gender as the exploratory variable and age as the covariate on academic interest among Indonesian high school students learning English. The research used a quantitative method. Data were collected virtually using an online questionnaire from 324 learners in four private urban high schools. The instrument used was the Academic Interest Scale for Adolescents (AISA). The process of data analysis consisted of confirmatory factor analysis, calculating Cronbach’s alpha, descriptive statistics, MANOVA, and MANCOVA. Four constructs were found valid and reliable: emotion, value, knowledge, and engagement. After validating the interest scale, data analysis disclosed the following results. Firstly, among the four constructs of academic interest, the value dimension was the highest and the knowledge factor the lowest, whereas emotion and engagement were in the middle position. Secondly, student gender differentiated significantly only in engagement. Thirdly, only the correlation between age and engagement was significant and positive in academic interest and student age. Lastly, considering student age, all the constructs except knowledge were differentiated by gender, where girls outperformed boys. These findings are valuable inputs for teachers, policymakers, and educational researchers in dealing with student language learning in Indonesian high schools.

PECULIARITIES AND PERSPECTIVES OF THE FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION

Abstract. The article suggests a comprehensive study of the problem of implementing modern methods of students’ foreign language communicative competence development in foreign language classes. It is proven that at the current stage, the emphasis in education is shifting towards the need to form a system of professional competences in the future specialists, which will help them to perform their professional duties efficiently. The authors consider foreign language communicative competence as an integrative personality formation, which has a complex structure and acts as an interaction and interpenetration of linguistic, sociocultural and communicative competencies.
 It is emphasized that forming foreign language communicative competence for future specialists at the current stage of world community development should be considered as a mandatory component of general professional training. It is stressed out that to ensure the effectiveness of the process of foreign language communicative competence development, it is necessary to apply new methodological approaches and determine the pedagogical conditions for their implementation.
 The authors characterize the structure of foreign language communicative competence of students of non-language specialties. In the context of foreign language learning for students of higher education institutions, the concepts of “general competency” and “communicative competency” are distinguished and their components are analysed.
 It is demonstrated that for the effective development of foreign language communicative competence, a foreign language teacher must use the latest teaching methods that combine communicative and cognitive goals. The article also proves the need to take into account the specifics of professional interests within the specialty, i.e., specialized content (special terminology, typical communication situations and genre specifics of professional language), contextual language study of grammatical phenomena, focusing attention on practical language use, etc.

Mediation Effect of Environment and Infrastructure on English Language Learning in the Saudi Students: A Structural Equation Modelling Approach

The study aims to determine the mediation effect (total, direct, and indirect effect) of the environment and infrastructure on the English language learning (ELL) of students in higher education in Saudi Arabia. A self-administered web-based structured questionnaire was employed for the collection. A cross-sectional descriptive research design was used to form the foundation of the research study. A test re-test and an inter-rater test were performed to check the inter-class correlation coefficient between the responses of two-time intervals and two experts. The pilot survey was conducted with a small sample of students. Cronbach's alpha and the Kaiser-Meyer-Olkin (KMO) values were utilized in order to examine the reliability and validity of the results. In addition to this, the discriminant validity of the Average Variance Extracted (AVE) and Composite Reliability (CR) measures was examined.The sample size of the study was 407, and a random sampling was used during the study. The Structural Equation Modeling (SEM) technique was used for mediation analysis for the evaluation of total, direct, and indirect effects. The study's findings concluded that the English language infrastructure (INF) has a greater mediating impact on the learning of the English language (ELL) than that of the environment for the English language (ENR). The SPSS-AMOS 23.0 program was used for all types of statistical calculations. Despite the above meaningful findings, the current study suffered from poor real-time data collection from the Saudi students. This study paves the way for moderation or group analysis between the environment, infrastructure, and English language learning among higher education students in Saudi Arabia.

English Language Learning Students Second Language Acquisition: Cognitive Factors and Supporting Strategies

Second language acquisition is learning a second language after a first language is already established. Cognitive load means the amount of information that working memory can hold at one time. As working memory has limit capacity and could be influenced by various factors, instructional teaching should avoid overloading it. This paper analyzed three cognitive factors which significantly influence English language learning (ELL) students in the process of their Second language acquisition (SLA). Second language acquisition a highly influenced by negative language transfer between Chinese and English. Redundancy of unnecessary learning information and transiency of spoken information adding additional learning process in working memory that don't positive contribute to learning. Due to the three main factors, several strategies have been developed to support English language learners second language acquisition. Teachers could create an English-learning friendly classroom by encouraging positive learning attitude and increasing the English language input. Provide a multimedia learning environment, reduce the unnecessary information, use dual-channel learning theory and choose appropriate approach based on individual needs are some other strategies that teachers could use to encourage students second language acquisition in classroom setting. Therefore, this paper explained the cognitive learning process of second language acquisition and provide several suggestions of teaching strategies to encourage ELL students language learning.

Analysis of the Brain Dominance and Language Learning Strategy Used by University EFL Learners

This study examined (1) the brain dominance pattern and language learning approaches, (2) the role of brain dominance toward each category of language learning strategies, (3) whether there was a significant difference, and (4) the effect. The participants in this study were 99 students in Universitas Veteran Bangun Nusantara by random sampling. Language Learning and Brain Dominance Questionnaires collected data. The brain dominance score and language learning strategies score were calculated and analyzed by analysis of variance to investigate any difference between brain dominance and learning strategies. The result: (1). The highest mean students’ language learning strategies use was cognitive strategies (2) Each language learning strategy category differed significantly between left, whole, and right-brained students. (3) Left-brain and whole-brain effects on student language learning strategies were the same. (4). Students' learning tactics vary by brain type.

Impact of ECE on Social Competencies and Language Learning

Early childhood education (ECE) addresses holistic development of thechildren brings positive experiences and enhances academic and socialcompetencies. In Pakistan, ECE program was started in last two decadeswith limited budget. Recent educational policies and projects havefocused ECE by developing rooms, play facilities and leaning kits,learning material and Teachers training etc. This casual comparativestudy compared the public ECE and Public non ECE students in socialdevelopment and language learning. Sample of 300 students from publicECE and public non ECE institutions was selected for studying level ofsocial competency and 500 for measuring academic achievement inEnglish and Urdu language by two stage stratified random samplingtechnique. To compare mean social competencies scores and languageachievement scores of public ECE and public non ECE students, t-testwas used. The study found that students studying in public ECEinstitutions are better in social competencies and language learning thanthat of students in public non ECE schools.

Using English Films for Teaching British-American Culture in the College Setting: A Case Study

The purpose of this study was to explore how a film-utilized English class appealed to language and culture learning of Korean college students. Specifically, it attempted to investigate 1) How did the Korean college students perceive a film-utilized class, in terms of their learning? 2) What were the characteristics of their language and culture learning while they were exposed to English films? Twenty-four students completed the survey and self-reflective journal, and a group of six students took part in the focus group interview. The survey data were quantitatively analyzed using SPSS 26, and the data from reflective journals and the interview were qualitatively analyzed by repeated perusal. The findings of data analysis were as follows; 1) the students perceived that they had learned more in the language-culture integrated class compared to other English classes; 2) the students were highly satisfied with the class; 3) the students believed that their cultural knowledge and English language skills were improved as they were involved in various class activities. Lastly, instructional implications for culture and English language teaching using films were also discussed.

Preliminary Study on the Development of Sigil E-Book Media in Improving Language Skills with Character Education

The development of the Sigil e-book media which is used in language learning for fourth grade elementary school students is expected to increase motivation and language skills. This article will explain some of the findings of a preliminary study conducted for the development of the Sigil e-book media used in students’ language learning in fourth grade elementary school. This type of research is Research and Development (R&D). The field studies carried out included: obtaining information about the needs for developing Indonesian language learning resources. The results of this study are expected to serve as the basis for the development of Sigil e-book media used in language learning for fourth grade of elementary school to increase students' motivation and language skills. E-books are preferred over printed books on the grounds that they are more practical and economical so that they can attract students' interest in reading and can be used as a medium used to improve language skills. Character values can be inserted in the Sigil e-book media.

Fostering Intercultural Communicative Competence and Student Autonomy through Project-Based Learning

In today’s internationalized learning environment, intercultural communicative competence is deemed insufficient for students. Academic mobility presents challenges and opportunities due to language, culture, and learning background differences. The number of international students in Ukrainian universities is increasing. The efficacy of project-based learning in foreign language acquisition is recognized and incorporated into the English language syllabus in Ukraine. The current study investigates the effectiveness of project-based activities in English classes at Ukrainian University for improving students’ intercultural communicative competence and autonomous learning. It included seven university English language teachers and five groups of 59 students from various cultural backgrounds. Classroom observation and case study design were carried out to describe how the teachers and students used project-based learning. This research will provide new perspectives on the effective incorporation of project-based activities in English classes to boost students’ communication confidence to collaborate with diverse cultural groupmates and develop autonomy in learning. The study revealed that project-based learning allowed students to interact with the target content, focusing on long-term memory and promoting attitudes about education. Several advantages of this technique over traditional methods of improving international communicative skills and increasing confidence in language acquisition were highlighted by teachers and students. It engaged students in collaborative and cooperative language learning, improved their digital literacy, and promoted student autonomy. Thus, the project-based learning approach is highly recommended for educational use by teachers and students and should be encouraged in universities.

Mobile assisted language learning of students: A qualitative meta-synthesis by ENTREQ statement

Mobile Assisted Language Learning (MALL) is an innovative approach to language learning that utilizes mobile devices, such as smartphones and tablets, to support language learning. MALL has become increasingly popular in recent years due to the widespread availability of mobile devices and the flexibility they offer for language learning. The aim of this research is to interpret and discuss the findings of qualitative research to understand how Mobile Assisted Language Learning (MALL) in English affects language learning through a systematic research method called meta-synthesis. As a result of this meta-synthesis research, academic, convenience, social, or cultural functions, and pedagogical functions codes were reached as the functions of using MALL in the classes from the teachers' perspectives. The advantages of MALL were identified as being portable and convenient, encouraging immediate feedback and self-feedback, improving language skills, increasing learner autonomy, providing a faster way of learning, releasing the pressure associated with traditional learning, increasing motivation, boosting self-confidence, and encouraging collaboration with other learners. The disadvantages were classified as leading to being easily distracted, being prone to disruptions due to technical problems such as internet connection problems, having challenges due to poor technology literacy and insufficient functions of mobile devices such as small screen size, being unable to study without an imposed structure or schedule, involving inauthentic feedback and self-assessment, having difficulty finding a satisfactory app, and having difficulty choosing the appropriate learning content.

The Correlation Between Language Learning Strategies and Students’ Thinking Styles of IAIN Langsa

This study was the correlation between language learning strategies and students’ thinking styles. This study aimed to determine whether there is a significant correlation between language learning strategies and student thinking styles. This study used a quantitative correlational approach as a research method. The data were collected by Likert scale questionnaire. The research data were analyzed using SPSS 26.0 program. This program was used to find out whether there is a significant correlation between language learning strategies (X) and students‟ thinking styles (Y). The result of the questionnaire showed there is a positive correlation between language learning strategies and student thinking styles. It can be proved by the correlation coefficient (r count) and significance value (ρ) got from the calculation r count = 0.507, ρ = 0.002 < 0.05. Based on the findings of the data analysis, there is positive significant relationship between language learning strategies and student thinking styles of students’ English education department IAIN Langsa.

Kesulitan Belajar Siswa dalam Mata Pelajaran Bahasa Indonesia di Sekolah Dasar

This study aims to describe students’ learning difficulties in the Indonesian language learning process at the Elementary School and to explore the factors that cause learning difficulties Indonesian in Elementary School. This study uses a kualitattive research design with case studies. The subjects in this study were students of Elementary School. The data collection techniques used in this study are Observation and Interview. Analysis techniques using miles and huberman models are reduction, display, and verification. The result of this study is that there are internal and external factors of students in learning Indonesian, especially in students' reading learning materials. The internal factor is the lack of motivation and interest in reading from the student itself, students are still not motivated in following the indonesian language learning process and students' interest in learning Indonesian is still lacking. The external factors are first: the lack of creativity of the teacher in the learning process takes place, so that it makes students saturated and less pleasant in following the learning process Indonesian, then the methods used by teachers are also not varied and less attractive to students. Second: parents' lack of attention and encouragement towards a child's learning achievement, especially in the process of learning to read. Based on the results of observations and interviews conducted in Elementary School it can be concluded that there so many students who are still having difficulties in the process of learning to read. 
 
 Keywords: Learning Difficulty, Reading Difficulties, Elementary School