English Language Students Research Articles

Compliment Responses Among Sudanese Learners at Sudan University for Science and Technology

Speech acts that express and indicate cultural values are compliments. Many of the values represented by means of compliments are possessions, personal appearance, new acquisitions, skills, and talents. It is particularly significant when it comes to social language interactions. According to the data, the most employed strategy types in formal and informal contexts fall within traditionally indirect strategies. Participants’ responses of compliment analyzed by following strategies that conducted by Holmes’ (1986). The result is that, almost all students tend to accept compliment in one way or another. The study recommends that advanced English language students should be aware of the sociolinguistic aspects of communicative competence, and teachers and lecturers should educate their students those conversations cannot be built only with a good sentence structure, but they need to know social and cultural aspects of communication, along with other recommendations.

A Sociolinguistic Investigation of Making Request Among Sudanese learners at Sudan University for Science and Technology

This study aims to understand how advanced English language learners in Sudan employ request strategies. The study’s individuals are university-level English language learners. The testing instrument used is "discourse completion tasks". Following Blum-Kulka et al.’s (1989) classification of request methods, the participants’ replies were examined. Based on the data, conventional indirect techniques are the most utilised type of tactics in both formal and informal cases. The study recommends that advanced English language students know the sociolinguistic aspects of communicative competence, and teachers and lecturers should educate their students that Sentence forming alone cannot establish a conversation. Still, they need to know the social and cultural aspects of communication and other recommendations.

Measuring The Effectiveness of U-Dictionary in Increasing The Interest in Learning English Language Student At Madrasah Ibtidaiyah

In the current era of disruption, the need to learn English is very important, therefore several digital applications have been created to make learning English easier, especially for students. U-Dictionary is a popular English learning application that can be used as an option, therefore this research aims to analyze the effectiveness of using the U-Dictionary application in increasing students' interest in learning at Madrasah Ibtidaiyah and what students' perceptions are regarding the use of U-Dictionary in increasing interest in learning languages. English at Madrasah Ibtidaiyah. This research uses mixed methods. The data collection technique used in this research is a questionnaire. Data analysis used the paired t-test data analysis technique with the Shapiro-Wilk normality test. Meanwhile, the qualitative analysis uses content analysis. Based on the results of data analysis, it can be seen that the U-Dictionary application is effective in increasing students' interest in learning at Madrasah Ibtidaiyah with a significance value (<0.001). The results of the questionnaire regarding students' perceptions of using U-Dictionary, the majority of respondents had a fairly high level of use, a fairly high level of self-confidence, the ability to understand good English vocabulary, a fairly high level of interest in learning English, and felt that learning English is quite effective or very effective.

Evaluative language in undergraduate academic writing: expressions of attitude as sources of text effectiveness in English as a Foreign Language

Abstract The purpose of this paper is to explore whether the use of attitudinal language stands as a potential source of effectiveness in undergraduate academic writing in English as a Foreign Language (EFL). In order to achieve this purpose, interpersonal features of a corpus of essays written by Mexican undergraduate students of English Language and Literature were analyzed. The model of appraisal (Martin, James R. & Peter R. R. White. 2005. The language of evaluation: Appraisal systems in English. Basingtoke: Palgrave Macmillan) was used to trace and contrast attitude resources of affect, judgement and appreciation in academic essays in relation to the grades they were granted by university professors at different levels of instruction. The results of the study confirm a significant relation between the use of resources of attitude and the perceived (in)effectiveness of the analyzed texts, as well as factors which potentially determine the nature of such relation and pose relevant implications for academic writing instruction in EFL in the context of the analyzed corpus.

The Correlation Of Excessive Assignment Between Student’s Mental Health

This research investigated the correlation of excessive assignments on the mental health of fifth-year English language students at State Islamic Religious Institution in Central Kalimantan. The research hypothesized a strong positive correlation between perceived assignment load and mental health problems. The method of this research used quantitative approach using a questionnaire. The Data was collected from 20 participants. The researchers, analyzed the data using pearson's correlation coefficient JASP to examine the relationship between excessive assignment and mental health condition. Based on the findings, the result showed a significant positive correlation (r = 0.900, p <.001) between excessive assignment and mental health condition, indicating that 81.0% of the variance in students' mental health could be attributed to their perceived workload. Educational institutions should take proactive steps to manage student workloads and provide mental health support services, such as counseling, time management training, and flexible deadlines. Promoting a balanced approach to academic assessment that prioritizes both academic excellence and student well-being is crucial for fostering the success and well-being of English language students. This research limited due to the small sample size and focus on a specific student population. Future research with larger and more diverse samples is needed to further explore the complex relationship between academic demands and student mental health. The findings highlight the urgent need for universities and educators to prioritize student mental health alongside academic achievement. Implementing practical strategies to manage workloads and provide mental health support can promote a more holistic and student-centered educational environment.

Influence of Classroom Environment on the Academic Performance of Students in English Language

The classroom environment plays a pivotal role in the academic performance and engagement of students, particularly in the realm of English language learning. This study explored the perceived influence of various classroom environmental factors on the academic performance of students in English language. Factors such as the physical environment, teacher-student interactions, peer interactions, teaching strategies, and assessment techniques were examined. A mixed-method approach, encompassing surveys and focus group discussions, were employed to gather perceptions from both students and teachers in a diverse urban secondary school. The findings suggest that a conducive physical environment, positive interpersonal relations, innovative teaching strategies, and fair assessment practices significantly impact students’ motivation and performance in English language. Recommendations for improving the classroom environment to foster better language acquisition and academic performance were made. This study contributes to the broader understanding of how the classroom environment shapes the learning experiences and academic outcomes of students in the context of English language education.

The Teacher Competency and Beliefs on How to Improve Language Skills of Students

<p style="text-align: justify;">This study deals with the English language teachers’ perceived beliefs on how to improve English language students’ learning skills. English language teachers’ level of competencies on how to improve language skills of their students is the main focus of this study. Therefore, the domain, “Improving Language Skills,” defined by the Ministry of National Education (MoNE) in Türkiye in the field of “Subject Specific Competencies for Teaching Profession” has been used. This specific domain includes seven competency performances and 63 related performance indicators at three levels: A1, A2, and A3. This study, first, aims to develop a new “English Language Teacher Competency Scale” under the light of MoNE descriptors; second, it aims to observe the English teachers’ competency levels following the suggested performance indicators. The participants of the study were 100 English language teachers, teaching at public and private primary schools in Türkiye. Accordingly, the teachers responded to the mentioned scale, including other variables; such as gender, professional experience, educational background, and the type of schools they worked in. The findings indicated that there was no significant difference between the teachers’ competency beliefs about their professional experience, gender, and educational background; however, there was a significant difference in terms of the type of schools the teachers worked in. Also, this study revealed feasibility of developing the “English Language Teacher Competency Scale,”, and made the scale available to use for evaluating English Language Teaching teachers’ competency levels on how to “Improve Language Skills” in class.</p>

Let Our Children Soar! The Complexities and Possibilities of Educating the English Language Student

A book review of Let Our Children Soar! The Complexities and Possibilities of Educating the English Language Student by Bolgen Vargas

The Perceived Effectiveness of WhatsApp as a Supplementary Tool for Enhancing English Language Skills among Master's Level EFL Learners

The world is dominated by technological advancement and information technology. Different fields of daily life are overpowered by such advancements. The world of education has also been dominated by technology. Use of different apps have made it to the classrooms. The study taken is to analyse the perceptions of the learners in the use of one such App known as WhatsApp in English Language Classes. The method used here is Qualitative in approach, where the selected participants were interviewed to see what they perceive of WhatsApp in their classes. Theoretical lens taken up by the researcher is Connectivism by Siemens (2008), which purports the knowledge is generated by interacting in the society. Population of the study were all the students of English language in universities. The sample selected were students of NUML University studying English language. The participants were selected randomly. It was analyzed through the study that WhatsApp is considered a very useful App in language learning. It not only enhances the four communication skills but also the vocabulary and Grammar. The role of teacher in using WhatsApp in classrooms was also considered important by the learners. However, it is also suggested in the study that more organized methods of using such apps must be introduced in the classrooms to ensure maximum productivity among students.

The Effect of Using Brainstorming on Developing Innovative Thinking and Achievement in Teaching English Language Students

This study aimed to determine whether or not brainstorming can help foster creative thinking and academic success in seventh-grade English classes at the Wadi Al Seer Directorate of Education. The study's sample was comprised of (240) students at this grade level. There were 124 students in the study's experimental group, who received instruction in the English language through brainstorming, and 116 students in the control group, who received instruction in the English language through the conventional method. Following the end of instruction, valid and reliable innovative thinking and accomplishment tests were administered using appropriate statistical methodologies to ensure their validity and reliability on a scientific basis.
 
 The study found the following results:
 
 
 Results from a poststudy test measuring creative problem-solving abilities (fluency, adaptability, and originality) showed that the experimental group that had studied English using brainstorming had a statistically significant advantage over the control group at the 0.05 level.
 Statistically significant differences were seen at a significance level of 0.05 between the average performance of the two groups in the study's achievement posttest. These differences were in favor of the experimental group, which used brainstorming as a method to study the English language subject.

Exploring ESL Students’ Language Learning Strategies at an Independent Chinese Secondary School in Malaysia

LLSs (language learning strategies) are the strategies selected by learners to comprehend, retain, retrieve, and use information in language learning deliberately and consciously. It has been established that LLSs have significant effects on second language learning. The purpose of this study is to explore the LLSs employed by the ESL students in learning English language at one of the Independent Chinese secondary Schools in Malaysia. By adopting a case study approach, nine students of three proficiency levels (high, average, and low achievers) in the school were selected as participants. The investigation was framed through Oxford’s (1990) classification of LLS to contextualise the students’ LLS for thematic analysis. The findings reveal that high achievers often use metacognitive and cognitive strategies. The average achievers and low achievers often use a wide range of strategies. In addition, the students are able to self-direct their English language learning with the LLS they employed outside the formal classroom autonomously. Recommendations for further/future research related to LLS are provided.

BRITISH ENGLISH VERSUS AMERICAN ENGLISH PREFERENCE BY UNIVERSITY STUDENTS OF EFL

For decades English has been considered a global language used as not only a native language, but as an official language, a second language in many countries and taught as a foreign language worldwide. Herein, English includes numerous varieties, regional and local dialects, professional speech, slangs, jargons etc. The variety of English is an important feature for learners of EFL, especially for future teachers of English. The constant exposure to different types of English through television, movies, online content etc. might hinder the fluency of EFL learners. Therefore, EFL teachers need to help their students and prevent any ambiguities due to the differences between American and British English. In this research, we have analysed the preference of students between British English and American English vocabulary. The analysis includes 60 first year students of English language and literature from the University “Goce Delcev” in North Macedonia and the South-West University in the Republic of Bulgaria. The results provide an insight on both the knowledge and linguistic preference of students between the two standardized English varieties and enable teachers, university professors and English coursebooks authors to determine their approach in class and help students master fluency.

Impact of personal, psychological, and social factors on English language learning: A non-native student case study

Purpose: This case study aimed to explore the impact of personal, psychological, and social factors on a non-native English language student and to determine whether the students’ errors in speaking and writing were developmental or transferred. Methodology/approach: The case study was conducted on a single participant (an English language student) at Paktia University, Afghanistan. The data were collected using four different types of instruments. The data were analyzed considering the influence of personal, psychological, and social factors on the participants’ language learning. Results/Findings: The participant faced a great number of problems caused by personal, psychological, and social factors, including lack of social motivation, lack of social practice, economic limitations, and grammatical errors in productive skills usually transferred from the native language or caused by lack of practice. However, as an extraverted and motivated learner, he overcame most of the problems during learning. He improved his speaking skills and pronunciation through self-interactions and online communication. Limitations: This was a single-participant case study; therefore, further studies are needed to generalize the findings to Afghan English language students. Contribution: This study can help policymakers, curriculum designers, educational institution authorities, and English language educators to better identify the factors that affect English language learning. Novelty: This is the only study conducted to examine the process of an individual’s English language learning process in Afghanistan.

Enhancing Communicative Competence Through English for Specific Purposes (ESP): A Comparative Study of ESP and General English Approaches in University Language Programme

It is generally observed that the communicative performance of the students in English language is below average. It is disheartening that a large percentage of students and graduates of Nigerian higher institutions cannot express themselves freely in both written and spoken forms of English language. Whereas, communication is central to the field of teaching and learning. Thus, there is a need to take measures through research, to improve the communicative competence of the students. This research is conceived to examine the competence of the students of Bamidele Olumilua University of Education, Science and Technology Ikere-Ekiti, Nigeria in the use of English Language for interpersonal, official, academic and professional communicative purposes; design English for specific Purpose (ESP) language learning programme for teaching English language in the University to enhance the communicative competence of the students. This study set out to experiment how the use of ESP as a teaching approach can immerse the learners with the required communicative ability for all communicative situations. The study compares the traditional approach of General English with ESP. Empirical evidence from the study suggests that the ESP approach is more effective in enhancing students' communicative competence compared to the traditional General English approach. Significant differences in communicative competence have been observed between students who undergo ESP-based education and those following the conventional General English approach. Based on the significant findings of the research; it is recommended that educational institutions in Nigeria consider incorporating the ESP-based language teaching method into their curriculum.

An Investigation of EFL Students' Perception of Integration Between Morphology and Pronunciation in The English Language

The study aims to investigate the students' perception the integration between morphology and pronunciation in the English language. The problem of the study is that English language students study the change of pronunciation additions according to the laws of sound at the secondary stage, but at the university stage, despite their study of phonetics and phonology, the degree of their awareness of the overlap between morphology and phoneme is unknown. The study sample consists of (150) samples, including (90) males and (60) females. The results of the study shows that the students got a medium mark of perception the integration between morphology and pronunciation in the English language. According to the findings and results of the study it has been noticed that the ability of male and female students in morphological and phonological levels, are not equal. where the performance of the male students is better than the females in the diagnostic test. In this case the hypothesis which states that there is significant difference between the male and female students' level is accepted. Also, the results of the questionnaire show that the students' perception of integration is not good, as they do not realize the relationship between the two, and even they seem unaware of the teaching relationship at this stage, which increases the students' ability to interact, and the students are not aware of the vocabulary of the paragraphs mentioned in the questionnaire.

The Challenges in Paraphrasing Among English Language Students

The Challenges in Paraphrasing Among English Language Students

Japanese tertiary students’ perceptions of group work with explicit scaffolding

Abstract Over several decades, small group work has been studied in first language (L1) and second or subsequent language (L2) education, including English language learning contexts. Group work has been shown to be beneficial to language learning and general learning. L2 English students from non-student-centred educational backgrounds have limited experience of group work and often have poor attitudes towards it. Student attitudes can affect how well a student performs and engages with group work, so that poor attitudes may prevent them from accessing the full range of benefits of this learning method. Group work is common in English-medium education contexts, including university settings and work settings. Therefore, it is important to ensure that L2 English language students wishing to study or work in English-medium contexts develop a positive attitude towards group work. This can be done through scaffolding. In the present project, scaffolded group work was used in an English writing program for L2 students at a Japanese university. Student perceptions of group work were collected throughout the program to assess the change of attitude over time. Results showed that students’ perceptions of group work changed positively, particularly regarding personal learning and collaborative processes. Implications for language learning are discussed.

Challenges in Translating Idiomatic Expressions from English into Arabic

The study aims to shed light on the main challenges encounter universities students in translating idiomatic expressions from English into Arabic and to discuss some translation strategies, which can help students in translating idiomatic expressions from English into Arabic. Therefore, to meet the objectives of this study the researcher used a test consisted of (10) idiomatic expressions for collecting the data of this study. The study is based on descriptive analytical approach. The test is corrected and the results have been analyzed in figures. The main findings of the study is that students of English language really find considerable difficulties in guessing the appropriate meaning of idiomatic expressions. As well, Students’ familiarity with English language idioms is somehow low and their ability to interpret idioms is limited, also translating idioms require mastering their situational occurrences and using the suitable techniques to avoid word-to-word translation and non-equivalence. The researcher also recommends that students need to be exposed more to idiomatic expressions in schools and universities, in order to extend their knowledge.As well as to be familiar with the different idiomatic expressions, moreover, Students should always show on and practice idioms to enrich their English language vocabulary and knowledge.

The Effect of Using Flipped Classrooms Based on Gamification in Developing Self-regulated Learning Skills and Educational Resilience among Third-intermediate Students in English Language

This research examined the effect of flipped classrooms based on gamification on developing self-regulated learning skills and educational resilience among students of intermediate schools in English language. The research sample included (90) students in the third intermediate grade who were selected from three schools in Jeddah, and they were distributed into three groups, with (30) students in each group. A quasi-experimental design was used to study the effect of using flipped classrooms based on gamification on self-regulated learning skills and educational resilience. The researcher developed a measure for self-regulated learning skills that included (28) phrases distributed over (4) axes, namely: goal setting, planning, monitoring, recitation and memorization, and requesting social assistance. An educational resilience scale was also developed consisting of (30) phrases distributed on (6) axes, namely: flexibility, facing challenges, personal competence, social support, and values. The research experiment was applied for two consecutive weeks in the second semester of the academic year 2021/2022. The research resulted in the development of a motivational design for the flipped classrooms based on (4) motivational elements, namely points, badges, levels, and leaderboards. The research recommended the need to expand the use of flipped classrooms based on gamification and to train teachers to use this strategy. Keywords: Flipped Classroom, Gamification, Self-regulated Learning Skills, Educational Resilience.

Exploring the Efficacy of Video Project Assignments in English Language Learning through the Lens of Tertiary-Level EFL Students

Convenient methods for the instruction of foreign languages are constantly in quest as a consequence of incessant technological breakthroughs at a rapid speed. Video-making project has turned out to be a prominent technique that allows learners to be actively involved in the target language and utilize L2 in real-world situations with “intake” they obtained from in-class setting. English language students’ perceptions concerning the effectiveness of these multimodal resources in their learning experience as non-examination assessment tools have not, however, been the objective of many studies within online EFL contexts. Hence, this study was directed at seeking the relationship between EFL learners’ perceptions of the efficacy of group project assignments on their L2 competence, language learning process, and implementations in online classes. To that end, 75 sophomore Turkish students in tertiary-level education enrolled in a compulsory online module of English partook in the research by filling out a 17-item questionnaire. The results portray the positive relations between their perceptions towards the influences of those projects on language proficiency and target language learning phases, whereas a significant relationship was not detected between their implementations in online settings and contributions to the L2 learning process. Nevertheless, the optimistic approach of EFL students to exploit these projects as effective tools for English proficiency mediated the link between these two foregoing sub-dimensions. Accordingly, some suggestions were provided for future research directions.