English Students Research Articles

Cognitive Fluency in L2: The Effect of Automatic and Controlled Lexical Processing on Speech Rate

The fluency of second language (L2) speech can be influenced by L2 proficiency, but also by differences in the efficiency of cognitive operations and personal speaking styles. The nature of cognitive fluency is still, however, little understood. Therefore, we studied the cognitive fluency of Finnish advanced students of English (N = 64) to understand how the efficiency of cognitive processing influences speech rate. Cognitive fluency was operationalised as automaticity of lexical access (measured by rapid word recognition) and attention control (measured by the Stroop task). The tasks were conducted in both L1 (Finnish) and L2 (English) to examine the (dis)similarity of processing in the two languages. Speech rate in a monologue task was used as the dependent measure of speaking performance. The results showed that after controlling for the L1 speech rate and L1 cognitive fluency, the L2 attention control measures explained a small amount of additional variance in L2 speech rate. These results are discussed in relation to the cognitive fluency framework and general speaking proficiency research.

Pemanfaatan Card Game untuk Meningkatkan Minat Belajar Bahasa Inggris Siswa-Siswi Kelas 8 di SMP Negeri 2 Kaliwungu

Fulfilling the English learning needs of junior high school students by using qualified teaching aids is not easy for English teachers in rural Indonesia. To overcome this obstacle, SMP Negeri 2 Kaliwungu Boyolali collaborated with a team of four students and one lecturer of PBI UKSW in the program "Visual Learning Aids for English Teaching in SMP Negeri 2 Kaliwungu." This community service program aims to help English teachers of SMP Negeri 2 Kaliwungu create effective and fun English learning by providing card game learning aids based on the needs analysis of the English teachers and students, especially Grade 8. This community service program generally consisted of four steps: preparation, interviewing, making teaching media, and evaluation, which included presenting the teaching media to the school and a game simulation with some students. The program evaluation results showed that the students could understand the story by arranging the sentences on the card game correctly, and the teacher was also satisfied with the alternative learning media because the attractive visuals on the cards could motivate students.

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.

Research on the Identity of English Normal Students in the Western Region Under the “Double Reduction” Policy: A Case Study of S Normal University

Research on the Identity of English Normal Students in the Western Region Under the “Double Reduction” Policy: A Case Study of S Normal University

Self-directed extensive reading with social support: effect on reading and learning performance of high and low English proficiency students

Self-directed extensive reading with social support: effect on reading and learning performance of high and low English proficiency students

Mind the Gap, Please!

This mixed-methods study investigates the mismatch between student use of AI for academic tasks and teacher awareness in Saudi Arabian higher education. Surveys of 78 teachers and 243 students in English for Specific Purposes courses at public and private universities included Likert-scale items and an open-ended question on AI tools' benefits, challenges, and impact on learning and academic integrity. The study reveals a significant gap between teachers' perceptions of students' AI skills and the reality of AI integration, leading to discrepancies in judging student knowledge and assessment authenticity. To address these challenges, the manuscript proposes strategies, including targeted professional development for teachers, swift adoption of best practices for ethical use of generative AI in classrooms, and fostering open dialogue within institutions. This research provides insights to inform teaching practices, curriculum development, and policy-making in higher education's evolving landscape. Future research could benefit from more comprehensive sampling to enhance generalizability

EFL STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF CANVA AS LEARNING MEDIA

The development of times goes alongside the improvement of technology. Appropriate learning media is needed that a teacher can apply to students in class. In this case, Canva was chosen as classroom learning media. This research aimed to know the perceptions of 11th grade student of one of the public high schools in Bekasi students concerning the usage of Canva app as a teaching and learning media in English class. This research is a Quantitative method research. Quantitative data was obtained by using a questionnaire. The research sample was 75 students (N = 75) out of 370 students. After the data is obtained, the data is calculated with statistical calculations by finding the mean, median, mode and standard deviation values through the SPSS application. After that, the data was analyzed by descriptive analysis method. It was discovered that every statement derived from the student questionnaire responses fell into the "very good" category. Canva is an useful dan easy to use as an application to be a learning media in English classroom and students felt satisfy with the canva as a learning media in English class which it is related to satisfaction with the ease and ease of use of the canva application.

ACADEMIC EMOTIONS OF LEARNING ENGLISH THROUGH ENGLISH NATIVE SPEAKER’S VIDEOS ON YOUTUBE: STUDENTS’ VOICE

Academic emotions are the feelings or emotions that students experience when they are learning. This study aimed to analyze students' academic emotions regarding the use of English-native speaker videos on YouTube for learning vocabulary. A qualitative design was used to conduct the study, which employed a questionnaire and in-depth interviews to collect data. The participants of this study were third- and fifth-semester English major students at Universitas Muhammadiyah Kendari. The findings showed that, in terms of positive emotions, students enjoyed the learning process and were motivated to continue learning vocabulary. It was because the videos of English native speakers on YouTube provided interesting material, easy-to-understand pronunciation, and freedom to choose topics. Students were optimistic about the benefits of these videos for vocabulary improvement and proud of their learning achievements when learning vocabulary. Furthermore, in the negative emotions, it showed that the students did not feel desperate when learning vocabulary through native speaker videos on YouTube, and students generally do not get bored because they can overcome boredom in various ways, such as choosing short videos, changing to other videos, or taking short breaks. These conclusions suggest that English-native speaker videos on YouTube are an effective and enjoyable vocabulary learning medium for students.

Examining University Students' Business English Writing Performance: Frequent Errors and Pitfalls

This study aims to identify the common writing errors made by college students in business English writing and investigate the contributing factors. The study employed a mixed-method approach to comprehensively analyze writing errors in the business English context. The research population comprised college students enrolled in Writing for Business Communication courses at Universitas Sulawesi Barat, with a sample of 100 students majoring in English education. The findings highlighted content errors, organization challenges, vocabulary issues, language use discrepancies, and mechanics errors in their writing. The most common errors encompassed grammatical errors in language use (48%), errors in conveying business messages in content (45%), and document structural errors in organization (38%). Moreover, the study identified several significant factors contributing to these writing errors, including a lack of practice, a limited understanding of business concepts, resource limitations, inadequate feedback, and time constraints. This study underscores the importance of addressing these specific writing challenges in business English education, offering insights for educators to develop targeted strategies and materials. It also contributes to the broader field by highlighting the unique errors within business English writing and emphasizing the need for specialized instruction. Ultimately, this research informs both pedagogical approaches and students' preparation for future careers in the globalized business environment.

Enhancing students' writing paragraphs through Canva Magic AI

This research aimed to investigate the influence of Canva Magic AI on improving students' writing quality and to gauge their perceptions of using the tool. The study utilized a quantitative, pre-experimental One-Group Pretest–Posttest Design. Eight English literature students were selected using convenience sampling from an Intermediate English Grammar and Paragraph Writing class at STBA Persada Bunda during the 2023-2024 academic year. Data were collected via a writing test and a questionnaire. The findings revealed a significant improvement in students' writing quality after using Canva Magic AI, with a p-value of 0.012 from the Wilcoxon signed-rank test. Notable enhancements were observed across various writing components, including better organization, with more students receiving "Excellent to Good" ratings and the complete elimination of the "Not College Level Work" category. Logical development of ideas component showed significant improvement, with more students achieving higher ratings and lower ratings decreasing to zero. Grammar quality also improved markedly, with increases in higher ratings and decreases in lower ones. Progress was observed in punctuation, spelling, mechanics, and the style and quality of expression, with significant boosts in higher ratings and reductions in lower performance levels. Furthermore, students' perceptions of Canva Magic AI were highly positive, with mean ratings consistently above 4.0 on a 5-point scale. They acknowledged the tool's effectiveness in improving their writing skills and content creation, although some reported variability in experiences with errors, indicating a need for further refinement. The research underscores the effectiveness of Canva Magic AI as a supplementary educational tool, demonstrating its potential to enhance writing skills and overall quality. The implications for educational practices suggest integrating AI tools like Canva Magic AI into curricula to support and improve students' writing proficiency, fostering a more engaging and efficient learning environment.

THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN JUNIOR HIGH SCHOOL IN SOUTH SULAWESI INDONESIA

The objectives of this research were to discover: (1) the teachers’ perceptions on the implementation of PBL in teaching English as foreign language; (2) the classroom implementation of PBL in teaching English as foreign language; and (3) the students’ perceptions on the impact of PBL in English learning in junior high school in South Sulawesi. The study applied mixed method research design. This research was conducted at MTs Darul Istiqamah Makassar. The subjects of the research consisted of English teacher and students from eighth and ninth grade. Observation, interview, and questionnaire were used to collect data. Teacher interview was used to collect data on the teacher’s perception on the implementation of PBL, while classroom observation was used to discover the PBL practice in the classroom. In addition, questionnaire was also used to assess the students’ perceptions on the impact of PBL in learning English. The results of this research revealed that: (1) the perceptions of two teachers about the implementation of PBL in teaching English as foreign language are varied from their reasons for choosing problem-based learning; their challenges in implementing PBL in classroom; and the benefits of problem-based learning for students; (2) the teacher had implemented the syntaxes of PBL such as orientation to the problem, organizing the learner, guiding the investigation, developing students’ work and evaluating PBL process. However, the classroom activities carried out was not really suitable with the characteristics of PBL; and (3) the students’ perceptions on the impact of PBL in learning process was largely agreed in terms of the benefit of PBL for them. Detailed findings will be presented and their implications discussed.

Exploring high school teachers’ and students’ perceptions of teaching for creativity in EFL classes

ABSTRACT This study explored and compared the perceptions of high school English teachers and students regarding teaching for creativity (TfC) in EFL classes in Taiwan, with a focus on three dimensions: instructional objectives, instructional activities, and learning evaluation. It also investigated the effects of English teachers’ creative self-efficacy on their perceptions of TfC pedagogy. To these ends, 644 students completed a student perception survey, and 71 teachers filled out a teacher perception survey and a creative self-efficacy inventory. Results of the study present a comprehensive picture of both groups’ preferences regarding this pedagogy. In particular, the two groups held highly similar views regarding its design and implementation. In addition, the teachers with higher creative self-efficacy demonstrated stronger agreement with the survey items, suggesting that teachers’ creative self-efficacy influenced how they designed and conducted TfC pedagogy to some degree. Based on the results, pedagogical implications shed light on how to encourage TfC pedagogy in English classes.

Students’ perceptions towards project-based learning: A Vietnamese case study

Project-based Learning (PBL) is a process related to foster students’ knowledge and understandings via learning activities. PBL approach has been officially adopted and implemented at Thu Dau Mot University (TDMU), Vietnam since 2018, but it has not been working effectively in the Faculty of Foreign Languages when it comes to complaints from English-majored students. Conducted both quantitatively and qualitatively through the tools of a questionnaire and interviews, the current study aims at exploring the opinions of 165 university students majoring in English towards PBL activities in Vietnam. The descriptive study uses statistical and document analyses to gain a deep insight into students' responses with reference to both motivational and demotivational factors towards PBL application at the university. The current study reveals that most English language students at TDMU have a favorable impression of PBL in their English courses. The perceptions are almost positive due to the belief that PBL is helpful to the students in various aspects. It offers a flexible learning environment, encourages learners of EFL to engage in genuine language learning methods, and ultimately results in improved academic performance. Towards its fruitful benefits, PBL is believed to be a method that has the potential to be successfully implemented for the advancement of EFL education, thus enhancing students’ language skills and enable them to study English more dynamically, effectively, and excitingly. The findings imply that there are various motivational factors perceived by the students with reference to PBL and they almost highly appreciate the convenience and flexibility of PBL in their language courses. The results also indicate several demotivational factors and suggested activities when it comes to PBL application in English courses at the university.

Promoting Cultural Awareness through R&B Songs in English in Remote Teaching.

Introduction: Songs in overall play an important role in the process of learning other languages, leading us to discover new ways of thinking and interacting socially. Objective: Investigate how R&B English songs can be a tool to promote interculturality and to develop learners’ cultural awareness on racial issues in remote teaching. Methods: This research is caractherized as qualitative. 20 students were selected to participate in the course “Oral Production: Conversation intermediate-advanced level” held in the ANDIFES Language without Borders Program Network, at the Federal University of Piauí (UFPI). Three song-based activities were developed for the students and divided corresponding to previously settle up goals. The perceptions of the participants were analyzed as the course happened by sharing their final thoughts in five open-response questions. Results: R&B English songs showed to be a helpful resource for English students to enhance their cultural awareness on certain racial issues present in our society by getting in touch with relevant messages approached in this musical genre. Conclusion: The analysis of R&B songs in English can and must be used as a teaching-learning tool to promote cultural awareness, thus expanding perceptions and taking actions in regards racial issues.

Developing Animated Video of Describing People for Vocabulary Learning

This study aims to develop an animated learning video on describing people. The subjects of this study were first-year students majoring in English education at Riau University, totaling 39 students. The researchers applied Research and Development (R&D) by applying the ADDIE model. The instruments used were interviews, validation sheets from media experts, material experts, and pedagogic experts, and student response questionnaires. The results showed that the average results of the experts' assessment for animated videos with idioms for describing people material were 92.4% which was classified as 'highly valid' and for animated videos with material describing people; personality was 93% which was classified as 'highly valid', then from the results of student response questionnaires obtained a percentage score of 80.66% categorized as 'feasible' for video animations with idioms for describing people material and 79.22% categorized as 'feasible' for video animations with material describing people; personality. Therefore, the video animation is declared valid and feasible to be used as vocabulary learning media for English language education students. In addition, the use of animated video learning media describing people can have a positive impact on learning activities, namely attracting students' interest in learning and helping students understand the material.

The Standardized Application of Data Mining Algorithm Based on Computational Linguistics in English Teaching

With the rapid development of computational linguistics and data mining technology, the field of education is gradually exploring its potential applications in teaching. This paper proposes a standardized application method based on data mining algorithms, aiming to improve the systematicity and effectiveness of English teaching. Firstly, we apply data mining techniques to analyze the characteristics of English computer language in order to construct a data-driven teaching foundation. Subsequently, through in-depth analysis of these data, we designed and implemented an evaluation of the mining effect in English teaching classrooms. To ensure consistency and effectiveness in English teaching, we have established a computational linguistics English teaching model based on data mining algorithms. This model covers multiple aspects such as text classification, sentiment analysis, and semantic understanding, providing more accurate and personalized teaching and learning experiences for English teachers and students. After testing the model, we found that it can meet the requirements of teaching design and usage, bringing significant impact to English teaching. This paper provides a detailed introduction to the standardized application process of data mining algorithms in English teaching, and explores their positive effects on improving the quality of English teaching.

Evaluating Students' Performance in Consonant Phoneme Identification within Word Structures

The prime objectives of this article are to evaluate the bachelor level first year major English students’ performance in consonant sound identification within word structures, and examine the effectiveness of an intuitive-imitative approach in teaching consonant phonemes of the spellings. To attain these objectives, the researchers employed the one-group pretest posttest research design in which 200 phoneme recognition test items as data collection tools regarding the consonant sounds of English were administered to 30 students at Makawanpur Multiple Campus, Hetauda, Nepal in 2023 before and after teaching them the sounds through the intuitive-imitative approach for 30 teaching periods. Population being low, this study involved the census for collecting data. After observing their performance in consonant phoneme identification, it was found that their performance was bad at identifying the phonemes of the spelling's “g” in “Genre”, “c” in “Cello”, “th” in “Thailand”, etc. Their performance was not so good at identifying the phonemes of the spellings “j” in “Join”, “y” in “Yak”, etc. Their performance was satisfactory in identifying the phonemes of the spelling's “g” in “Gene”, “g” in “Gem”, “n” in “Donkey”, etc. Similarly, they were good at identifying the phonemes of spelling “p” in “Punch”, “b” in “Boat’, “k’ in “Book”, etc. A related samples Wilcoxon signed rank test value (p  .05) implies that there was a significant difference in the median scores of the posttest scores and the pretest scores of the students. It suggests that the intuitive-imitative approach was an effective method of teaching sounds. This article is significant in a phonological process and pronunciation, resulting in phonemic awareness.

Remote Speaking Tasks: Amplifying Understanding, Proficiency, and Confidence in English Learners

The increasing prevalence of technology has brought about a shift in teaching methods, notably with the rise of remote speaking tasks, utilizing digital platforms to enrich language learning experiences for English learners. In the context of language education, proficiency in English is increasingly recognized as a vital skill for academic, professional, and social success in today's interconnected world. Previous researchers have extensively explored various aspects of language learning, with a predominant focus on conventional classroom-based activities. However, there has been limited investigation into the potential benefits of remote speaking tasks specifically in enhancing understanding, proficiency, and confidence among English learners. The purpose of this study is to investigate the impact of remote speaking tasks on English learners' understanding, proficiency, and confidence. The study used open-ended surveys with 19 English students at Universitas Nahdlatul Ulama Sunan Giri, employing NVivo 12 to examine attitudes towards remote speaking tasks and achieving data saturation with this sample size. The findings emphasize the transformative impact of integrating remote speaking tasks and video creation in language learning, highlighting their significant benefits in enhancing comprehension, retention, critical skills, and English proficiency. The practical implications underscore the need for educators to adapt instructional methods by designing engaging activities, such as collaborative projects and creative language assignments, using platforms like VoiceThread and TikTok. These specific actions for educators aim to foster active learning, enhance students' speaking skills, confidence, adaptability, and fluency in real-life situations, while also developing essential 21st-century skills for academic and professional success.

Are Written Syntax Features Related to Writing Quality? An Examination of Spanish and English Compositions by Bilingual Children.

There is limited research on the writing of young Spanish-English bilinguals and their writing in both languages. In the current study, we addressed whether written syntax features differed by language (English and Spanish) and varied as a function of grade level, English learner status, and instructional program (dual or English immersion). We also examined whether Spanish and English syntax features were related cross-linguistically and related to writing quality within languages and whether these relations to writing quality were moderated by grade level, English learner status, and instructional program. We examined written syntax features of Spanish and English essays by simultaneous and emergent bilinguals in Grades 1, 2, and 3 in either Spanish-English dual immersion or English immersion instruction in the United States (N = 278). Essays were scored for quality and evaluated for mean length of T-units, number of verbs, number of noun agreement words, and number of subject agreement words accurately conjugated. Written syntax features significantly differed by language and varied as a function of grade level, English learner status, and instructional program. Grades 2 and 3 wrote longer utterances, more verbs, and greater noun agreement accuracy than Grade 1. Syntax features were related to writing quality within languages, but Spanish relations were weaker for English learners than non-English learners and for dual immersion students than English immersion students. Our findings suggest written syntax features may be useful for evaluation of English-Spanish simultaneous and emergent bilinguals' writing. https://doi.org/10.23641/asha.25927366.

The Application of Project-Based Learning in Essay Writing within English Essay Writing Course

This study uses semi-structured and observational interviews as data collection methods to examine the impact of PBL on student learning. Findings suggest that implementing PBL in the English Essay Writing Course has a positive effect on student learning. Research shows that switching from traditional teaching methods to PBL can be very effective for courses with important writing topics, such as English essay writing. This study contributes to the understanding of effective teaching methods in English essay writing courses, demonstrating of the step to write an English Essay and the transformative potential of PBL in improving English students' motivation in writing skills. The suggestion is future researchers can do more research on how students explore their writing skills through essay writing at different kinds of essay.