Success In Learning English Research Articles

THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND SUCCESS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

The aim of this paper is to present the research on the relationship between multiple intelligences (MI) proposed by Gardner (1993) and success in learning English as a foreign language (EFL) among 100 grammar school students in Serbia. McKenzie’s (1999) Multiple Intelligences Survey was used in identifying grammar school students’ intelligence profiles, showing that the most prominent types of intelligence are intrapersonal, logical and kinesthetic intelligence. The results of independent samples t-test analysis indicate that gender does not affect MI or language proficiency. The results of Pearson correlation suggest that general language proficiency is positively correlated with visual and existential intelligences, while different types of productive and receptive language skills (together with grammar and vocabulary knowledge) are positively correlated with musical, existential, visual, logical and verbal intelligences. Pearson correlation results also indicate that it is not possible to develop certain types of intelligence by using teaching techniques that engage them. The research has significant educational implications, suggesting that teachers should identify their students’ intelligence profiles and adapt their teaching techniques to them, instead of trying to force the development of verbal and logical intelligences, which are, apparently wrongly, regarded as prerequisites for success in learning.Keywords: multiple intelligences, language proficiency, student-centered teaching

The The perception of success in learning English as an L2 in the era of globalization – a multilingual student perspective

Resorting to ecolinguistic theories, underscoring the concept of (trans)languaging and methodologies highlighting the need for analytical contextualization (Steffensen, Fill, 2014), the author presents the understanding of success in learning English as an L2 among selected multilingual students of Applied Linguistics at his home university, for whom knowledge of English and other languages is to be a final product of a professional character. Data has been elicited via focus group interview methodology (Parker, Tritter, 2006; Lankiewicz, 2023) with the use of a semi-structured interview and thematic framework analysis. The research findings suggest that English occupies a special place in students’ plurilingual repertoires and its pluricentric character helps them to be legitimate L2 users of their linguistic repertoires who do not measure their success by native speaker standards. The research undertaken offers insights into the process of the language learning evaluation of multilinguals via including their full linguistic repertoires to account for language learning processes.

Language Learning Strategies Used by Successful English Learners

Language Learning Strategies Used by Successful English Learners

THE INFLUENCE OF STUDENTS’ PERSONALITY TRAITS ON LEARNING ENGLISH

Relevance. There are a number of factors that affect students' performance in learning English. These can be both internal and external factors. The present study focuses on the internal factors that influence students' success in learning English. Theories have been put forward and research has been conducted to identify the influence of students' mental attitudes and personality characteristics. According to these theories, mental attitudes shape a person's behaviour and attitudes. Students' personality characteristics are also believed to influence their academic performance. A questionnaire covering the personality characteristics of English language learners was used for the study. The traits analysed were extraversion, introversion, openness to experience and conscientiousness. It was also investigated how these characteristics influence the level of motivation and choice of English language learning methods. Students with pronounced extraversion prefer to interact with native speakers and work in groups, while introverts prefer individual methods such as reading and writing. The results indicate a significant influence of students' attitudes and personality traits on their success. Taking into account students' personality traits can significantly improve the effectiveness of instruction by allowing it to be tailored to the needs of each learner.

The Portrait of Creativity in Using Posters as an Interesting Learning Medium in Grammar Classes: A Narrative Inquiry Study on EFL Teachers

Teacher creativity supported by the use of technology can be achieved by making posters as a Grammar learning medium that can provide significant benefits to students’ success in learning English. This study aimed to reveal the teachers’ perceptions and experiences in fostering creativity through making posters as a Grammar learning medium. This research used a qualitative approach with a 'narrative inquiry' design. The subjects of this study consisted of three teachers from an English learning institution in Malang, Indonesia. This study used depth interviews as an instrument. The results of this study showed that the teachers’ activity through making posters as a learning medium for 'Grammar' grew through three elements consisting of flexibility, originality, and curiosity. The use of posters could also increase productivity and foster technological literacy for teachers. Meanwhile, posters were also able to increase students’ Grammar understanding and learning motivation better. In short, posters had a great positive impact in creating an interesting and fun learning environment. Thus, it is expected that teachers have the ability to make posters as a medium for learning English.

Employing reflective practice to capture Indonesian EFL pre-service teachers' conceptions of English learning

Understanding the English language learning concept is crucial for success in learning English. Numerous studies have focused on English as a foreign language (EFL) in-service teachers' perceptions of English language learning, while only a few have examined EFL pre-service teachers. This research delves into the different aspects of the experiences, reflections, and conceptualizations of English language learning among EFL pre-service teachers. A group of eight Indonesian EFL pre-service teachers engaged in participatory action research (PAR) during their field experience practices (PPL) in junior and senior high schools. This study employed a thorough approach to data collection, incorporating photovoice, an open-ended questionnaire, and in-depth interviews. The results of data analysis involving identifying and categorizing themes reveal a diverse range of perspectives, wherein English is likened to a lamp, dictionary, cuisine, flowers, class, and artificial intelligence (AI). Furthermore, learning English is often portrayed as an engaging and demanding process, highlighting the importance of innovative pedagogical approaches. This study emphasizes the significance of collaboration between language and technology departments to remain at the forefront of educational advancement, establishing a solid foundation for future research and improvements in EFL teacher education.

Driving to communicative approach: the innovative teaching speaking methods in Indonesian English immersion program

<span lang="EN-US">Students’ failure to be successful English learners is primarily due to uninteresting materials that lead to demotivation in learning. This research aimed to uncover the students’ motivation to study in the Indonesian English immersion program (IEIP) of </span><em><span lang="EN-US">Kampung Inggris Pare</span></em><span lang="EN-US"> and to investigate the innovative methods of teaching speaking as a communicative approach in the IEIP at </span><em><span lang="EN-US">Kampung Inggris Pare</span></em><span lang="EN-US">. This qualitative study with a micro-ethnography approach was conducted in four English course institutions by associating ten students and four teachers as participants. By having the initial interviews, the results revealed that most students perceived learning English at formal schools as unsatisfied. In comparison, the two months of observation in “the daffodils, Mr. Bob, Kresna, and Peace” English course institutions found that the teachers taught speaking by integrating the other skills and utilizing some sources. They could regulate and deliver the materials attractively based on their methods. The communicative methods employed namely teaching speaking through writing practice (TSWP), teaching speaking through listening practice (TSLP), and teaching speaking through visual media or pictures (TSVM). This study supports students learning English at the IEIP because it fits the purpose of communicative goals, which directs the students’ success.</span>

General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning

Abstract This study examined general auditory processing, Mandarin L1 prosodic and phonological awareness, and the relations with English L2 word learning. Participants were 61 Mandarin-speaking children who learned English as an L2 in Taiwan. They received the following tasks: general auditory processing (i.e., amplitude envelope rise time, pitch contour and interval), Mandarin L1 prosodic and phonological awareness, and English L2 word learning (at Time 1 and 2). The results revealed that (1) only amplitude envelope rise time discrimination, independent of years of English learning, predicted English L2 word learning at Time 1, (2) Mandarin L1 phonological awareness, relative to Mandarin L1 prosodic awareness, made more contributions to English L2 word learning after controlling amplitude envelope rise time discrimination, and (3) successful English learners outperformed their unsuccessful peers on Mandarin L1 phonological awareness. Taken together, beginning English learners might use amplitude envelop rise time cuing syllable boundaries and rely on L1 prosodic and phonological awareness for English L2 word learning.

ENGLISH LEARNING USING NATURE-BASED LEARNING METHODS TO INCREASE STUDENT MOTIVATION

The purpose of this research is to study English learning using nature-based learning methods to increase students' motivation in learning. In the minds of some students there is still a paradigm that assumes that success in learning English is due to talent. This assumption encourages students to be lazy to learn English. They tend to be more desperate and give up when they encounter difficulties in learning. However, learning English can be done anywhere and anytime using any method. The goal is that students can be motivated to develop learning that is more interesting and has a positive impact. The learning environment makes students broader in thinking and expression. The benefits of environment-based media allow students to better understand natural phenomena that occur in everyday life. Utilization of the environment makes the learning process more meaningful with the outdoor model. Students can explore the natural environment and learn practical skills to understand and appreciate aspects of environmental life. Learning activities will be more interesting for students. In addition, the use of the environment encourages an increase in student learning activities using nature-based learning methods

Balancing being a ‘good teacher’ and a ‘motivating teacher of English’: Analysing the sense of professional responsibility of pre-service EFL teachers

The professional responsibility of teachers has been primarily understood in international literature in terms of external obligations, primarily from an accountability perspective. Alternatively, more recent approaches have begun to propose that teacher responsibility is more appropriately understood as an internal drive toward their work and its contribution to broader social development, which is seen as crucial to the design of effective pedagogical practices. However, within this continuing dialogue, limited attention has been given to how professional responsibility develops and is nurtured within the unique contexts of English language teacher education. This mixed-method study investigated the sense of professional responsibility held by pre-service teachers of English as a foreign language (EFL) context, framed by an online survey ( n = 611) based on a teacher responsibility scale and a series of semi-structured interviews ( n = 17). Results demonstrated that there was a comparatively higher sense of responsibility felt in two critical areas: building positive student relationships and ensuring an equitable classroom and society. However, lower levels of responsibility were demonstrated toward the discipline-specific issues of encouraging student engagement, student motivation or success in learning English. This suggests a critical tension that develops in the sense of pre-service teacher responsibility between the abstract and affective notion of being the ‘good teacher’ and the more concrete objectives of building learning environments for language development.

A Holistic System of English Learning Strategies Grounded on Successful EFL Learners

This study investigated successful EFL (English as a Foreign Language) students’ learning strategies in Chinese universities and explored the classification system of English learning strategies, to guide EFL students how to learn English. A total of 24 successful English majors and non-English majors in Chinese universities were interviewed about their English learning strategies and experiences, which were coded in three stages with the grounded theory approach. About 767 items of specific strategies were identified and merged into 66 open codes which constructed four categories: self-management, cognitive, affective, and resource-using strategies. Furthermore, the core of successful English learners’ strategies was generalized: to comprehend and learn English comprehensively in whole contexts, briefly, holistic learning. This idea coincides with the global precedence effect.

Successful English Learners’ Autonomy: A Look into The Perspective of Ecology

Successful English Learners’ Autonomy: A Look into The Perspective of Ecology

The impact of neoliberal discourse and the socio-economic status of parents on TEFL young learners’ achievement: Parental beliefs and behaviors in the spotlight

Considering the scarcity of research on different aspects of young learners’ teaching and learning English, and given the fact that parents provide financial support for the young learners’ education, this study was an attempt to investigate how socio-economic factors interact with parents’ behaviors and beliefs regarding young learners’ success in achieving English oral proficiency. The participants were 28 young learners of English with their parents. They were selected through purposive sampling and these learners were taught with the same method, and tuition were waived for children with low SES. To explore parents’ perceptions, beliefs and 7 behaviors, 17 parents of adequate and inadequate means were interviewed. Qualitative findings indicated that parents based on their SES viewed their young learners’ success in English differently. This study has implications for various agencies in English language teaching, including teachers, teacher educators, and policymakers in Iran, highlighting the interaction of Neoliberalism discourse and parenteral factors and behaviors in education.Given the limited research on young learners’ English language teaching and learning, coupled with the provision of financial support by parents towards their educational pursuits, this study sought to investigate the interplay between socio-economic factors, parental behavior, and beliefs in achieving English oral proficiency. Participants involved in the study comprised 28 young learners of English and their parents, who were selected through purposive sampling. These learners were instructed using the same syllabus, teachers and textbooks with tuition fees waived for children from low socio-economic backgrounds. In order to explore parents’ perceptions, attitudes, and behaviors, 17 parents of the student participants representing varying financial means were interviewed. Qualitative analysis of the findings revealed that parents’ socio-economic status influenced their views on their children’s success in learning English. The implications of these findings are far-reaching, not only for teachers and teacher educators but also for policymakers in Iran, stressing the interplay between neoliberalism discourse and parental factors and behaviors in education.

ELICITATION TECHNIQUE EMPLOYED BY EFL TEACHERS IN MOTIVATING JUNIOR HIGH SCHOOL STUDENTS TO SPEAK

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This study was inspired by the lack of teaching techniques that could accommodate students’ speaking skills as the main indicator determining students’ success in learning English. The elicitation technique could be used by teachers to initiate students to speak during the learning process. A descriptive qualitative method was employed which aimed to investigate the types of elicitation techniques used, the way to implement them, and students’ responses to the elicitation techniques employed by the English teachers in motivating students to speak. There were two English teachers and ten students consisting of seventh and eighth grades involved as the participants in this study. Checklist, classroom observation, interview, and video audio recordings were conducted as the methods of data collection by means of observation checklist, observation sheet, interview guide, as well as video-audio recorders. The data were analyzed based on the category of elicitation techniques proposed by Cross (1992). The findings showed that there were 10 types of elicitation techniques used. Speech Prompts 44.5 (28.7%), WH Short-Answer Question 42.5 (27.4%), dan Yes-No Question 37 (23.9%) were the most frequent types used by the teachers in eliciting students to speak. In addition, it was also revealed that the elicitation techniques were employed by the teachers in all the teaching segments. Eight out of ten students positively responded by feeling motivated to speak in English. This indicated that the elicitation techniques used by the teachers could motivate students to speak in English.<br /></span></p></div></div></div>

Agriculture Student’s Perceptions Toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs)

<p class="abstrak">This study aims to reveal students' perceptions of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST). The study involved students from the Agriculture Faculty of the Riau State Islamic University. This is a quantitative research that employs a survey design. The examination of the data reveals that students had a good assessment of teachers who were either native or non-native speakers. On the other hand, students encountered difficulties when learning with native and non-native professors. Students believe that NEST and NNEST will be more effective if native speakers also study and understand their original language and culture. Instructors who are not natural English speakers should pursue additional education in countries where English is the primary language to hone their abilities. The ideal non-native teachers are those who have reached a level of English proficiency comparable to that of a native speaker. Assuming the talents of the non-native English instructor are optimal, the majority of students believe that as long as instructors display a high level of competence and professionalism, there should be no discrimination between native speakers and non-native English teachers. However, when properly prepared and competent, both native and non-native English teachers can increase the enthusiasm for the student's English skill development. Both have their advantages and disadvantages, and they should collaborate to aid students in becoming successful English learners.</p>

Students' Opinions of the Use of Quipper School as an Online Learning Platform for Teaching English

This article examines how students feel about using Quipper School as an e-learning platform to teach English and discusses its benefits and drawbacks. Using the cluster sampling approach and concentrating on the survey study method, this study used two sample classes with a total of fifty-three participants. Twenty questionnaires were sent out to students to gauge their opinions of Quipper School. When exploring the benefits and drawbacks of implementing Quipper School, which has been done through student interviews, in-depth information seems to be as significant as continuous responses. The results showed that pupils prefer to utilize IT and are at ease using it for educational purposes. More importantly, Quipper School's benefits encourage interaction between students and teachers both within and outside of the classroom. Even though the teacher isn't in the room, the pupils still receive instruction or have a chance to review the content. It uses a revolutionary learning approach to improve students' learning experiences. Quipper school also has drawbacks when used in the educational process, for instance, erratic internet connections, restricted computer resources that facilitate study at Quipper School, additionally, there was no spoken material that could be used in a prep school. Today, employing a quipper school to teach English might be beneficial for studying and teaching. Although the teacher is not physically present to give direct instruction, students still receive a lesson, and by studying the information whenever and wherever they are, they can increase their success in learning English.

Students' Opinions of the Use of Quipper School as an Online Learning Platform for Teaching English

This article examines how students feel about using Quipper School as an e-learning platform to teach English and discusses its benefits and drawbacks. Using the cluster sampling approach and concentrating on the survey study method, this study used two sample classes with a total of fifty-three participants. Twenty questionnaires were sent out to students to gauge their opinions of Quipper School. When exploring the benefits and drawbacks of implementing Quipper School, which has been done through student interviews, in-depth information seems to be as significant as continuous responses. The results showed that pupils prefer to utilize IT and are at ease using it for educational purposes. More importantly, Quipper School's benefits encourage interaction between students and teachers both within and outside of the classroom. Even though the teacher isn't in the room, the pupils still receive instruction or have a chance to review the content. It uses a revolutionary learning approach to improve students' learning experiences. Quipper school also has drawbacks when used in the educational process, for instance, erratic internet connections, restricted computer resources that facilitate study at Quipper School, additionally, there was no spoken material that could be used in a prep school. Today, employing a quipper school to teach English might be beneficial for studying and teaching. Although the teacher is not physically present to give direct instruction, students still receive a lesson, and by studying the information whenever and wherever they are, they can increase their success in learning English.

Kindergarten teachers’ challenges in teaching English as a foreign language to children

ABSTRACT Teaching English as a foreign language in early years has become prevalent in response to contemporary trends of English as a global language. However, early childhood teachers may face challenges that would prevent children from achieving success in learning English in different educational contexts. This study explored the challenges that kindergarten teachers face when teaching English as a foreign language at kindergarten schools in Kuwait. There is high demand for teaching English as a second language in most countries in the world at early stages, and stakeholders could take responsibility for overcoming these challenges that are related to many aspects of this field. The researchers interviewed 16 kindergarten teachers and then conducted classroom observations. Lack of teacher preparation and training, English curriculum deficiencies, and teachers’ English proficiency level emerged as key challenges faced by kindergarten teachers. Other localized challenges were also identified. This paper concludes by highlighting several implications for decision makers to further enhance teaching English as a foreign language in kindergarten schools.

AN ANALYSIS ON LEARNING STRATEGIES OF SUCCESSFUL ENGLISH LEARNERS

This research aimed to describe language learning strategies used by the science 4 students whose English scores of 80 and above. The subject of this study was the successful English learners from the Eleventh Grade of Science 4 Students in SMAN 05 Pontianak. They are 10 students from Science 4. The design of this research was a case study. The data were collected through a questionnaire to determine the students’ English learning strategies and interview guidelines to get detailed information on English learning strategies used by successful students. The result of the analysis showed, the strategy implemented by the students had improved their English skills. Each student had their distinctive ways and styles in English learning strategies. There were six types of learning strategies used by the students include direct study. The direct study covers memory, cognitive, compensation, and the indirect study covers metacognitive, affective, and social strategy. The findings show that the most dominant strategy used by the students was an indirect strategy rather than a direct strategy. The use of indirect strategies includes metacognitive, affective, and social strategy as shown by the questionnaire mean score at 4,25. Further, the use of direct strategies, including memory, cognitive, and compensation strategy as shown by the questionnaire mean score at 3,91.

Arousing Children's Motivation in Learning English during the Corona Virus Outbreak

Motivation is an important factor that determines a learner success in learning English. The purpose of this study is to find the teaching strategies to arouse young learner motivation in learning English during the corona virus outbreak in SDN 1 Singopuran. This is descriptive qualitative research in which the subject is an English teacher at SDN 1 Singopuran. The data were collected through observation, interview, and document analysis. They were then analyzed using descriptive interactive method. To maintain the data credibility, the research applied this theory to obtain data from various sources by different studies, having an interview with one of the English teacher and comparing the results of interviews with data obtained from observations. The results showed that the strategies to motivate young learners to learn English during the corona virus outbreak in SDN 1 Singopuran by using educational books, flashcards, songs, pictures, and giving rewards to increase their knowledge with quizzes related to materials and pictures.