Language Students Research Articles

Investigating metaphor comprehension strategies of young Second Language students of Greek

Abstract This study investigates the metaphor comprehension strategies used by elementary school students with Greek as an L2 when they encounter a Greek metaphorical expression. Using open metaphor comprehension tasks, as well as stimulated recall interviews, the present study aims to describe students’ cognitive processes in relation to the bodily, conceptual and sociο-experiential motivation that triggers their emergence (Kimmel, 2006; Zlatev, 2006). The results demonstrate that a variety of strategies are used by the participants with metaphorical extension of the literal meanings dominating on the others. In the same conditions, mental imagery, as well as universality of metaphors interact in a variety of respects and define not only the strategy that is used, but also the extent to which the linguistic metaphors are comprehended in a non-directive context.

Организация Самостоятельной Подготовки Военнослужащих по Русскому Языку как Иностранному

The study is devoted to the organization of independent training of military specialists in a military university when teaching the Russian language. The purpose of the article is to prepare means for managing self-training, taking into account the creation of effective mechanisms for intensive training using modern interactive techniques that stimulate the motivational interest of military specialists in verbal communication and organizing their own speech. The article offers practical recommendations for mastering textual activity both under the guidance of a teacher and in self-training, promoting the individualization of learning and self-management of the speech-thinking intellectual-cognitive process. To solve the problem, research methods such as applied and descriptive were used. The presented article actualizes the problem of organizing self-training in teaching Russian as a foreign language to foreign-speaking military personnel. Factors specific to a special purpose educational institution are analyzed, to which a teacher teaching RFL in short-term intensive courses must pay close attention. The idea is substantiated that it is necessary to take into account the specifics of special-purpose educational institutions when training, as well as to compensate for the limited language environment, which will entail the effectiveness of mastering language training programs for military specialists. The key problematic points on the way to preparing for the development of short-term language training programs are identified and characterized. The conditions and ways to eliminate difficulties in the process of learning the Russian language are identified and argued, the implementation of which will allow the teacher to effectively carry out language training. As a result of this study, the author concludes that the correct organization of independent work of foreign language students can increase the effectiveness of their learning of the Russian language, and also contribute to the formation of the personality of a specialist ready for self-development and self-education.

EFL Students’ Perception and Attitude towards the Use of ChatGPT to Promote English Speaking Skills in the Saudi Context

This study aims to investigate English as a Foreign Language students’ perceptions and attitudes towards using ChatGPT to enhance their English-speaking skills in English as a foreign language classroom. The study is significant as it contributes to the body of research on Artificial Intelligence in teaching and learning in English as a foreign language context in general and Saudi higher educational institutions in particular. 74 students from three public universities in Saudi Arabia participated by completing a five-point Likert scale questionnaire after carrying out oral tasks for six weeks using ChatGPT. The purpose of students’ responses is to answer the research questions: What are students’ perceptions and attitudes towards the use of ChatGPT to promote their English speaking skills? The Participants in the study were all female students majoring in English language in their departments at their educational facilities. Descriptive statistics were used to analyze the questionnaire data. Results generally indicated a high-level of perception and a positive attitude toward using ChatGPT in English-speaking classes. The findings of this study will hopefully further the understanding of students’ beliefs about ChatGPT and how this technology can be best employed for the advancement of English learning and teaching

Evaluating the Effectiveness of Collaborative Strategic Reading on EFL Female University Students' Reading Comprehension

This study aimed to evaluate the feasibility and effectiveness of Collaborative Strategic Reading (CSR) in improving reading comprehension among second-year female English as a Foreign Language university students. A mixed-methods approach was employed, involving quantitative pretest and posttest assessments and qualitative feedback from students and teachers. The study included 61 participants divided into three groups, with each group undergoing CSR sessions over eight weeks. Pretest and posttest scores were analyzed using paired-sample t-tests and regression analysis to determine the statistical significance of the changes in participants’ reading comprehension. This study found that CSR significantly contributed to reading comprehension. Additionally, the regression analysis showed that CSR intervention significantly predicted posttest scores, confirming the substantial positive impact of CSR on reading comprehension. The findings from the semi-structured interviews revealed that most students found the CSR sessions to be useful and enjoyed working in groups. Teachers reported significant improvements in students' reading skills and engagement with enhanced classroom dynamics. However, challenges such as resource allocation and the need for continuous teacher training were also identified. Thus, CSR is an effective and feasible instructional strategy for enhancing reading comprehension among English as a Foreign Language students. The findings of the current study highlight CSR's potential to improve academic performance and foster a collaborative learning environment, as well as have implications for reading instruction and learning. Further research is recommended to explore the long-term effects of CSR and its applicability in different educational settings.

Extracurricular Tandem as a Powerful Tool for Enhancing Intercultural Communicative Competence

Regular interaction with the representatives of the target language is a key driver in enhancing linguistic and intercultural competence. This study explores the frequency of communication between Kazakhstani students and native speakers, additionally examining their emotions during foreign language interaction. Furthermore, it seeks to identify the efficacy of extracurricular tandem in fostering intercultural communicative competence and the challenges faced by students when studying languages in extracurricular tandem. Following the quantitative method of scientific research, the authors conducted an anonymous survey of 587 foreign language students. To create an opportunity for intercultural communication, the research group developed the website and initiated an extracurricular language tandem pilot project between foreign and local students. The survey findings revealed that only a small portion (11%) of students regularly communicate with native speakers, while the majority of respondents (73%) experience both language difficulties and anxiety during interactions. The extracurricular tandem project provided positive outcomes, with students reporting enhancement in both their linguistic skills and understanding of the target culture. The project contributed the development of friendships and boosted confidence in using the target language. Nevertheless, students encountered some difficulties related to organizational aspects. This study can guide educators and educational institutions in creating conditions that promote intercultural exchange among students and enhance their intercultural communicative skills.

Evaluating the quality of AI feedback: A comparative study of AI and human essay grading

ABSTRACT This study aimed to explore how artificial intelligence (AI) tools compare with humans in evaluating the essays written by students in a writing course. Using a dataset of 30 essays written by English as a foreign language (EFL) students, the evaluations by the AI tools were compared with those of human evaluators, to examine whether the AI evaluations differed with respect to the quality of the entire essay or specific categories (i.e., content, vocabulary, organization, and accuracy). The results indicated that the AI tools provided high-quality feedback to students across all categories despite differences regarding essay quality. Additionally, AI tools differed in the scores they assigned, consistently grading lower than human raters across multiple evaluation categories while providing more detailed feedback than human raters. The scores assigned by each AI tool for student essays across various assessment categories did not differ significantly from the overall scores assigned by AI tools.

The Impact of Self-Efficacy on Academic Achievement Mediated by Learning Motivation and Moderated by Socioeconomic Status Among Jordanian EFL Students

With learning motivation as a mediator and socioeconomic status (SES) as a moderator, this study examined the role of self-efficacy in predicting academic achievement among English as a Foreign Language (EFL) students in Jordan. A survey was conducted among EFL students from Jordanian universities during the 2022-2023 academic year. A stratified random sampling was used, resulting in a total of 429 completed questionnaires. The data were analyzed using structural equation modeling. The results indicate that self-efficacy is positively related to academic achievement and to learning motivation. Thus, higher self-efficacy is associated with better academic achievement. Furthermore, learning motivation significantly contributes to academic achievement, highlighting its crucial role as a mediator. Additionally, socioeconomic status influences learning motivation and interacts with self-efficacy to affect it. In conclusion, higher self-efficacy is linked to increased learning motivation, leading to improved academic achievement, and socioeconomic status plays a critical role in moderating the relationships between self-efficacy, learning motivation, and academic achievement.

Improving mathematics outcomes for multilingual learners in dual language programs through targeted teacher professional development

AbstractProviding instruction in a student's home language through bilingual education has proven to be academically beneficial for multilingual learners (MLLs). The present study contributes to this literature by examining the possibilities and limits of a professional development program (Mathematics and Language Literacy Integration [MALLI] in Dual Language settings) with dual language (Spanish/English) teachers and the impact on elementary grade MLLs' state mathematics and English language proficiency assessment outcomes. MALLI was a year‐long professional development project that included models for integrating language and literacy into Spanish‐language mathematics instruction using Lesson Study with Video Clubs. Coarsened exact matching was utilized to establish a treatment and unbiased comparison group. MLLs taught by MALLI teachers had state mathematics assessment average standardized scores of 0.374 standard deviation units higher than comparison students whose teachers did not participate in MALLI. These results were statistically significant, equivalent to moving the performance of an average MLL from the 50th percentile to the 64.6 percentile rank. However, the effect on State English language proficiency scores was small and not statistically significant. This study illustrates the potential impact of specially designed professional development to improve MLLs' mathematics outcomes.

Assessing Self-Confidence Levels in EFL Students’ Speaking Performance

This study aims to assess the self-confidence levels of English as a Foreign Language (EFL) students in terms of their speaking performance. This study uses a quantitative approach with a quantitative descriptive method. The sample of the study consists of twenty-eight EFL students from the English Language Education study program, at Universitas Negeri Makassar using cluster random sampling. The data collection technique used a questionnaire as an instrument. The data were analyzed using SPSS 25 to find out the frequency and percentage distributions and to identify common patterns in self-confidence levels. Additionally, the mean score is calculated to provide a quantitative measure of the overall self-confidence among the respondents. The findings of the data analysis revealed that the level of EFL students’ self-confidence in speaking performance is at a high enough level with a score of 76.51. As a result, this study highlights the importance of self-confidence issues in EFL teaching practices and suggests that fostering a supportive learning environment could enhance students’ speaking performance and overall language proficiency.

An Investigation into the Effects of Culture Shock on Freshmen EFL Students at the University of Labor and Social Affairs, Ho Chi Minh City Campus

This study explores the impacts of culture shock on freshmen English as a Foreign Language (EFL) students at the University of Labor and Social Affairs (Ho Chi Minh City Campus), with a particular focus on the psychological, emotional, and academic challenges they encounter during their transition to urban life. Culture shock, a multifaceted phenomenon involving emotional, psychological, and cognitive stressors, can significantly hinder students’ adjustment to new cultural and academic environments. The study identifies several key negative effects, including confusion, fear, homesickness, and discomfort, all of which interfere with language learning and social integration. Through qualitative methods, including semi-structured interviews and group discussions, the research uncovers students' experiences of psychological distress and their struggles with adapting to urban lifestyles and communication barriers. In addition to these challenges, the study highlights effective coping mechanisms, such as pre-arrival preparation programs, fostering cultural acceptance, and cultivating a positive mindset, which help students navigate the adjustment process. The findings emphasize the importance of pre-arrival training and the integration of Social Emotional Learning (SEL) strategies within the curriculum to promote both academic success and emotional resilience. The research concludes by advocating for a holistic approach to student support, where universities implement comprehensive strategies that address the emotional, social, and academic needs of EFL students. By focusing on these areas, institutions can reduce the negative impacts of culture shock, ensuring students’ successful integration into the academic community and enhancing their overall well-being.

Effectiveness of multimedia tools in enhancing consonant-vowel-consonant reading performance and phonics interest and enthusiasm among kindergarten ESL students

In the ever-evolving landscape of education, the debate between traditional and modern instructional methods remains a focal point of discussion. The more technology is integrated into classrooms, the more it becomes imperative to scrutinize its effectiveness, especially in the foundational years of learning. Studying the association between multimedia tools and the consonant-vowel-consonant (CVC) reading performance of preschool English as Secondary Language (ESL) students is vital. The study explored the effectiveness of multimedia tools on CVC reading performance and interest and enthusiasm in phonics among Kindergarten Level 1 (K1) ESL students using a quasi-experimental design that lasted for eight weeks. Two enrolled classes were divided into traditional (14 participants) and multimedia groups (13 participants) according to their assigned classes. The study conducted a pre-test and post-test, comparing the two groups. The test questions were sourced from the school’s standardized assessments, ensuring validity and reliability. Data obtained were analyzed and interpreted using IBM SPSS Statistics. The findings revealed a partial enhancement in CVC reading performance and a notable increase in students' interest and enthusiasm for phonics, particularly in the participants’ positive attitudes. These improvements suggest a promising trajectory in the literacy development of young learners. Understanding which instructional method best supports foundational reading skills can provide valuable insights for educators and curriculum developers. This study is among the first to focus on early education, addressing a gap in research that predominantly targets older students. Nonetheless, it is essential to note that this study is limited to the K1 students enrolled in the research.

Exploring the Correlation between First-Year English Language Students’ Personality Traits and Their English-Speaking Fluency during Exams

Exploring the Correlation between First-Year English Language Students’ Personality Traits and Their English-Speaking Fluency during Exams

Assisting Teachers Using AI Auto-Generate as a Formative Assessment Tool on EFL Students’ Reading Comprehension in the Digital Era

This study explores the use of AI as a formative evaluation tool for English as a Foreign Language (EFL) students' reading comprehension in the digital age. AI is a crucial technology in education that enhances teaching and learning processes. Formative assessment helps students develop their abilities and skills, while summative evaluations measure performance. AI can be used to test students' reading comprehension using smartphone apps like Novel Applications, Sports and Podcasts, and Netflix. The research aims to help teachers use AI auto-generation as a formative evaluation tool, outlining its benefits and drawbacks. It also suggests that readers should use Formative Apps to measure students' reading comprehension in the digital age to assist teachers.

Examining the educational connection and psychological wellness of Chinese EFL students: The functions of productive scaffolding provided by language teachers

The core element of successful language acquisition lies in the active participation of students. When exploring factors that enhance the academic performance of English as a Foreign Language (EFL) students, teacher emotional support has always been a focal point of academic research. With the application of positive psychology, researchers are increasingly focusing on emotions, especially positive emotions, as a central role in the Second Language Acquisition (SLA) field. Over the past decade, researchers have particularly focused on the academic engagement and psychological well-being of language learners, considering them as key factors in improving educational quality. However, specific data on how EFL teachers can enhance students’ psychosocial health and academic engagement through emotional support is still insufficient. Therefore, this study used a questionnaire survey to deeply analyze the data of 1968 Chinese EFL students. Specifically, the research results show that the emotional support provided by teachers can explain up to about 74% and 63% of the differences in EFL students’ educational engagement and mental health, respectively. At the same time, this study also constructed a Structural Equation Modeling (SEM) model, concluding that the CMIN/DF ratio is less than 4. In addition, the research results further reveal the potential important mediating role of Chinese English teachers’ self-efficacy in their resilience, emotional management skills, and mental health. In summary, these findings highlight the importance of establishing positive teacher-student relationships to promote the comprehensive psychological development of students.

Usage WhatsApp in Improving Arabic Writing Skills Students at Higher Education University of Malaysia

Application WhatsApp is one of the most popular communication tools nowadays. The use of WhatsApp is widely used in the field of education and human daily life. In addition, through previous studies, explained the difficulty of writing Arabic such as arranging sentences, appropriate terms and the correct method according to the correct Arabic grammar in the aspect of writing instead of in WhatsApp. To find out the level of students' writing, WhatsApp is used especially when it comes to writing. Therefore, this study focuses on exploring the level of WhatsApp usage in Arabic writing skills among Arabic language students at IPTA. The method used in this study uses a quantitative approach in the form of a questionnaire involving 126 students. Each response in the survey was analyzed using SPSS software. Each finding shows the level of WhatsApp application usage in social activities in daily life and the level of WhatsApp usage in learning at public universities. The results indicate a high usage level WhatsApp application usage in social activities in daily life and the level of WhatsApp students usage in learning at public universities with a min value of 4.00 above for most each aspect. The student need to optimize their use of WhatsApp in their learning activities so that their writing skills become more proficient and accurate in exploring the level of WhatsApp usage in Arabic writing especially by using it in daily activities and Stages of WhatsApp activities in learning at IPTA.

Factors Responsible for Colleges of Education Students' Difficulty to Communicate Orally in French

The majority of Ghanaian French language students have wished that they speak some acceptable level of French in and out of their study institutions. This has however not been fruitful. This study set out to investigate the reasons for the difficulty in engaging in oral communication in the French language by French language students in colleges of education in Ghana. This quantitative study adopted the cross-sectional survey design. Out of 122 target participant populations, 93 students from the St John Bosco’s and the Gbewaa colleges of education provided responses to the questionnaire items. Data was analysed using Kendall’s coefficient of concordance to rank the factors responsible for students’ difficulty to communicate orally in French, from the most pressing factor to the least pressing factor. The study realized that fear of being mocked, interference of the English language and inadequate exposure to the French language were the most pressing reasons/factors responsible for college students’ inability to communicate orally in French while inadequate time allocation for French lessons and lack of encouragement from French teachers to speak French orally were among the least reasons for college students’ inability to speak French orally. It was therefore recommended that there is a need for pro-activeness on the part of French language tutors to frequently engage students in oral communication and also discourage students from mocking colleagues who might make mistakes in their efforts at oral speeches. Also, a deliberate policy by school authorities and the tutors alike to make French speaking attractive through reward schemes should be made available and students should be encouraged to form or create French language clubs which will provide them the platform to practise oral communication on campus to aid fluency in the French language.

Exploring EFL Students' Creativity and Engagement with AI Chatbot in Web-Based English Course

This research explores the role of AI-based chatbot tools in promoting creativity and engagement among English as a Foreign Language (EFL) students in web-based English material development course. A qualitative research design was employed, involving in-depth interviews and observation checklists. The research was conducted at the English Education Faculty in Parangtambung of Universitas Negeri Makassar, with data collection spanning from May 12, 2024, to June 9, 2024. Participants included five undergraduate students from the 6th semester based on their familiarity with AI chatbots. The subjects of this research were undergraduate students enrolled in the English web-based material development course. Specifically, five students with prior experience or familiarity with AI chatbots were chosen to provide detailed insights through interviews and observations. The findings indicate that AI chatbots significantly encourage creativity among EFL students by providing a safe space for language experimentation and immediate feedback. Students reported increased engagement and enjoyment in their learning process. The research concludes that while AI chatbots can effectively foster creativity and engagement, careful integration and continuous monitoring are necessary to maximize their educational benefits.

Exploring Interrelationships Among L2 Writing Subskills: Insights from Cognitive Diagnostic Models

ABSTRACT The purpose of this study was to explore the nature of interactions among second/foreign language (L2) writing subskills. Two types of relationships were investigated: subskill–item and subskill–subskill relationships. To achieve the first purpose, using writing data obtained from the writing essays of 500 English as a foreign language (EFL) students, the fit of the G-DINA model as general cognitive diagnostic model (CDM) was compared against a Wald-selected model (i.e., a model in which different CDMs such as DINA, DINO, A-CDM, LLM, and RRUM were selected for each item). To study cross-subskill impacts, two-way interactions between the subskills were estimated, and lens and scatter plots were checked. Subskill–item relationships showed that the subskills of L2 writing contribute additively and independently to the probability of successful performance. Furthermore, the loglinear analysis revealed that some of the subskills draw information from the other subskills. The plots showed that neglecting inter-subskill relationships would lead to misclassification of students.

Build a Community of Practical Education, and Promote the Quality of Minority Language Talent Training

Based on the practice case of "Customs and Culture Festival" of X College, this paper analyzes the problems and development countermeasures of building a community of practical education, aiming to explore a new model of practical education in colleges and universities, build a brand of characteristic minority language practice, expand practice channels, enrich practice content, build a community of practical education, and lead minority language students to participate in social practice with professional knowledge. Let bilingual compound talents grow in practice, and promote the quality and level of minority language talents training.

Voices Regarding Online Assessment: Students’ Perceptions, Challenges and Proposed Solutions

This study aimed to explore undergraduate students’ perceptions of online assessment. It used a mixed-method research design to investigate students' perceptions of online assessments with quantitative methods and the challenges and their proposed solutions with qualitative methods. Within the scope of this study, perceptions of students were compared according to variables of computer skill level and owning computers/tablets with the correlational research design. The study sample comprises 200 students in English Language and Literature department. Online Assessment Perception Inventory developed by Alsalhi et al.(2022) was used to collect the data. Also, semi-structured interviews were held with the participants to explore the challenges and proposed solutions addressing these challenges. According to the research findings, significant differences were revealed in participants’ perceptions of online assessment regarding computer skill levels and computer-owning variables. Additionally, students’ perceptions towards online assessment were at high averages despite some negative perceptions at specific points. Qualitative data analysis showed that students ha negative connotations with online assessment. In addition, the difficulties experienced by the students in the online assessment process and their proposed solutions were revealed as a result of the qualitative data analysis. Finally, implications for online evaluation were drawn based on the results obtained.