Pub Date : 2024-06-12DOI: 10.32996/ijels.2024.6.2.21
Nguyen Van Huy, ✉. Vu, Hong Ngoc
The goal of this article is to examine the viewpoints of Vietnamese English as a Foreign Language (EFL) learners with respect to their willingness to communicate (WTC) and identify the barriers that impede their proficiency in the English language. The research employed a phenomenological approach to investigate the obstacles that hinder communication among Vietnamese EFL learners. According to the findings, common challenges encountered by learners include a restricted lexicon, inaccurate pronunciation, diminished self-assurance, and apprehension. These challenges are further compounded by cultural elements and unstimulating learning environments. Offering pertinent activities in a secure, adaptable, and intellectually stimulating learning environment may increase inquisitiveness and enhance English proficiency, according to the article. It is essential that teachers be involved in the delivery of high-quality courses, irrespective of the textbooks and curriculum employed. However, due to the subjective opinions of a small number of participants, the findings of this article are limited; future research should investigate teaching and learning techniques and more objective explanations for English communication difficulties. Furthermore, we recommend that future investigations broaden their scope beyond high school students by incorporating a wider range of topics and settings.
{"title":"A Phenomenological Analysis of the Obstacles Impeding Vietnamese EFL Learners' Willingness to Communicate in English","authors":"Nguyen Van Huy, ✉. Vu, Hong Ngoc","doi":"10.32996/ijels.2024.6.2.21","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.21","url":null,"abstract":"The goal of this article is to examine the viewpoints of Vietnamese English as a Foreign Language (EFL) learners with respect to their willingness to communicate (WTC) and identify the barriers that impede their proficiency in the English language. The research employed a phenomenological approach to investigate the obstacles that hinder communication among Vietnamese EFL learners. According to the findings, common challenges encountered by learners include a restricted lexicon, inaccurate pronunciation, diminished self-assurance, and apprehension. These challenges are further compounded by cultural elements and unstimulating learning environments. Offering pertinent activities in a secure, adaptable, and intellectually stimulating learning environment may increase inquisitiveness and enhance English proficiency, according to the article. It is essential that teachers be involved in the delivery of high-quality courses, irrespective of the textbooks and curriculum employed. However, due to the subjective opinions of a small number of participants, the findings of this article are limited; future research should investigate teaching and learning techniques and more objective explanations for English communication difficulties. Furthermore, we recommend that future investigations broaden their scope beyond high school students by incorporating a wider range of topics and settings.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"23 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141354670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-10DOI: 10.32996/ijels.2024.6.2.20
Rizki Fitriyana Yatiman, Reza Abdulillah, Naufal Nur Hilmy Nur Hilmy, Setia Budiyanti
This article explores our formation, transformation, and scrutiny into our teaching practice using a duoethnography reflective inquiry. The purpose of the duoethnographic inquiry was to reexamine our understanding of the knowledge base for language teaching. The context of our reflective autoethnography inquiry was the school teaching practicum that we experienced at the beginning of the seventh semester of our teacher education program. Throughout the teaching practicum program, we engaged in four duoethnographic reflective dialogues facilitated by our faculty advisors to share stories from our teaching practices. The objective of the dialogues was to reflect on our teaching experience and reexamine our understanding of “what counts as knowledge for language teaching.” The analysis of our duoethnographic reflective dialogues revealed that we relied more on a) the knowledge-in-person and in-place, and b) knowledge for teaching as the primary base for our teaching than those of c) disciplinary knowledge and d) knowledge of pedagogy. Below, we outline the segments of conversation that reflected how we relied on our practices on a) the knowledge-in-person and in-place and b) knowledge for teaching.
本文通过双人人种学反思调查，探讨了我们在教学实践中的形成、转变和审视。双人民族志调查的目的是重新审视我们对语文教学知识基础的理解。我们反思性自我民族志探究的背景是我们在教师教育课程第七学期开始时经历的学校教学实习。在整个教学实习过程中，我们在指导教师的协助下进行了四次双人自述式反思对话，分享我们在教学实践中的故事。对话的目的是反思我们的教学经验，重新审视我们对 "什么是语言教学知识 "的理解。对我们的双人民族志反思对话的分析表明，与 c) 学科知识和 d) 教学法知识相比，我们更依赖于 a) 人际知识和现场知识，以及 b) 教学知识作为我们教学的主要基础。下面，我们将概述反映我们在实践中如何依赖 a) 亲身和现场知识以及 b) 教学知识的对话片段。
{"title":"Rethinking of the knowledge base for teaching through duoethnography reflective inquiry","authors":"Rizki Fitriyana Yatiman, Reza Abdulillah, Naufal Nur Hilmy Nur Hilmy, Setia Budiyanti","doi":"10.32996/ijels.2024.6.2.20","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.20","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000This article explores our formation, transformation, and scrutiny into our teaching practice using a duoethnography reflective inquiry. The purpose of the duoethnographic inquiry was to reexamine our understanding of the knowledge base for language teaching. The context of our reflective autoethnography inquiry was the school teaching practicum that we experienced at the beginning of the seventh semester of our teacher education program. Throughout the teaching practicum program, we engaged in four duoethnographic reflective dialogues facilitated by our faculty advisors to share stories from our teaching practices. The objective of the dialogues was to reflect on our teaching experience and reexamine our understanding of “what counts as knowledge for language teaching.” The analysis of our duoethnographic reflective dialogues revealed that we relied more on a) the knowledge-in-person and in-place, and b) knowledge for teaching as the primary base for our teaching than those of c) disciplinary knowledge and d) knowledge of pedagogy. Below, we outline the segments of conversation that reflected how we relied on our practices on a) the knowledge-in-person and in-place and b) knowledge for teaching. \u0000 \u0000 \u0000 \u0000","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141363616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to look into the usage of Canva as an English learning tool to help students improve their creativity when learning English through narrative text, text procedures, and asking and giving opinions. This study used a qualitative descriptive method with respondents in grades X and XI. This sampling technique uses questionnaires. Data is collected using the questionnaire technique, which involves distributing questions to respondents via Google Forms. This study found that teachers may utilize the Canva program to teach English using materials from Narrative Text, Text Procedure, and Asking and Giving Opinions. It may be inferred that students can increase the quality of their writing by using Canva as a learning tool. Canva is ideal for developing practical text abilities, including functional text for brochures, flyers, presentations, letters, invitation cards, and comics. Canva is expected to develop and encourage students' creativity in digital design by adding text, images, or photos. Canva is easy to use and suitable for learners who want to learn simple, creative, and innovative graphic design.
{"title":"Teacher and Student’s Pedagogical Tasks Using Canva as Media for English Language Teaching (ELT) in Developing Creativity for High School","authors":"Firdayanti, Morisa Putri Emiliyana, Siti Fitriah, Utut Kurniati, S.Pd., M.Pd","doi":"10.32996/ijels.2024.6.2.19","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.19","url":null,"abstract":"The purpose of this study is to look into the usage of Canva as an English learning tool to help students improve their creativity when learning English through narrative text, text procedures, and asking and giving opinions. This study used a qualitative descriptive method with respondents in grades X and XI. This sampling technique uses questionnaires. Data is collected using the questionnaire technique, which involves distributing questions to respondents via Google Forms. This study found that teachers may utilize the Canva program to teach English using materials from Narrative Text, Text Procedure, and Asking and Giving Opinions. It may be inferred that students can increase the quality of their writing by using Canva as a learning tool. Canva is ideal for developing practical text abilities, including functional text for brochures, flyers, presentations, letters, invitation cards, and comics. Canva is expected to develop and encourage students' creativity in digital design by adding text, images, or photos. Canva is easy to use and suitable for learners who want to learn simple, creative, and innovative graphic design.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"123 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141369014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-05DOI: 10.32996/ijels.2024.6.2.18
Julysa Cardona
Just as language is proven to be useful in making day-to-day life convenient, some situations have also demonstrated the possibility of language being used to deceive people. One instance is the proliferating use of phishing emails. Given this occurrence, a riveting endeavor in the concept of actual language utilization is the study of grammatical deviations in phishing emails. Employing error analysis, this study sought to determine how a grammar study can be helpful in the examination of the imposters’ language, specifically in the case of phishing emails. The purpose of this research was to document the dominant errors that appeared in Philippine phishing emails and to explain how grammatical deviations can give away deception. The result of this research showed that of the fifteen collected phishing emails, all or 100% contained usage errors. This means that of the fifteen phishing emails in this study, each one has errors. The most frequent of these errors are errors in capitalization, punctuation, and word forms. This result implies that although imposters pretend to be legitimate, they cannot imitate and copy the language of authentic emails. This may be because when legitimate institutions and organizations like banks, schools, or establishments release official emails, they do so after thorough proofreading and editing. Phishers, however, may not have the same mechanisms to ensure grammar correctness and accuracy. Based on these findings, the researcher infers that with good grammar skills, one can have a larger inclination to distinguish phishing from genuine emails. Contrariwise, those who do not have profound knowledge of grammar conventions may have a larger possibility of falling into the phishing trap.
{"title":"Grammatical Deviations in Philippine Phishing Emails","authors":"Julysa Cardona","doi":"10.32996/ijels.2024.6.2.18","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.18","url":null,"abstract":"Just as language is proven to be useful in making day-to-day life convenient, some situations have also demonstrated the possibility of language being used to deceive people. One instance is the proliferating use of phishing emails. Given this occurrence, a riveting endeavor in the concept of actual language utilization is the study of grammatical deviations in phishing emails. Employing error analysis, this study sought to determine how a grammar study can be helpful in the examination of the imposters’ language, specifically in the case of phishing emails. The purpose of this research was to document the dominant errors that appeared in Philippine phishing emails and to explain how grammatical deviations can give away deception. The result of this research showed that of the fifteen collected phishing emails, all or 100% contained usage errors. This means that of the fifteen phishing emails in this study, each one has errors. The most frequent of these errors are errors in capitalization, punctuation, and word forms. This result implies that although imposters pretend to be legitimate, they cannot imitate and copy the language of authentic emails. This may be because when legitimate institutions and organizations like banks, schools, or establishments release official emails, they do so after thorough proofreading and editing. Phishers, however, may not have the same mechanisms to ensure grammar correctness and accuracy. Based on these findings, the researcher infers that with good grammar skills, one can have a larger inclination to distinguish phishing from genuine emails. Contrariwise, those who do not have profound knowledge of grammar conventions may have a larger possibility of falling into the phishing trap.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"59 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-04DOI: 10.32996/ijels.2024.6.2.16
Dinh Cong Tinh, Nguyen Thanh Nam, Bui Ngoc Bon
This research sought to investigate the influence of technology on improving English reading proficiency among students in the sixth semester of English instruction at Dong Nai Technology University. This research used a qualitative descriptive methodology and utilized purposive sampling. The research included a total of 34 individuals. Data is collected using observation, interview, and documentation methods. The study revealed that the majority of kids felt at ease using the new technology to enhance their reading abilities. The need to acquire knowledge in the modern day is driven by the reliance on technology. The statement is corroborated by the outcome of the interview. The students said that using e-books is more convenient than physical books due to their compatibility with various devices such as smartphones. Furthermore, the documentation serves the purpose of incorporating the data obtained via observation and interviews. Ultimately, technology has a positive influence on enhancing kids' proficiency in reading.
{"title":"Exploring the Impact of Technology in Enhancing English Reading Skill","authors":"Dinh Cong Tinh, Nguyen Thanh Nam, Bui Ngoc Bon","doi":"10.32996/ijels.2024.6.2.16","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.16","url":null,"abstract":"This research sought to investigate the influence of technology on improving English reading proficiency among students in the sixth semester of English instruction at Dong Nai Technology University. This research used a qualitative descriptive methodology and utilized purposive sampling. The research included a total of 34 individuals. Data is collected using observation, interview, and documentation methods. The study revealed that the majority of kids felt at ease using the new technology to enhance their reading abilities. The need to acquire knowledge in the modern day is driven by the reliance on technology. The statement is corroborated by the outcome of the interview. The students said that using e-books is more convenient than physical books due to their compatibility with various devices such as smartphones. Furthermore, the documentation serves the purpose of incorporating the data obtained via observation and interviews. Ultimately, technology has a positive influence on enhancing kids' proficiency in reading.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"3 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to navigate many of the circumstances that arise in everyday life, one must practice active listening. People listen to audio for a variety of reasons, including amusement, learning in scholarly fields, or gathering important information. Students with a wide variety of hearing problems often show symptoms when they try to comprehend the content delivered in English. Children often find it difficult to absorb spoken information since schools place a strong focus on language, reading, and writing. Most course guides and lecturers tend to downplay the importance of listening. The challenges with auditory perception, particularly those pertaining to hearing, actively processing, and comprehending spoken information, are the main focus of this research. Teachers who are aware of the difficulties that their pupils encounter in the classroom may assist their students more successfully in order to help them improve their comprehension of spoken language and acquire excellent listening skills. This is a result of the teachers' improved ability to relate to and comprehend the emotions and experiences of their students. The significance of helping students develop efficient study habits and improve their English listening abilities is emphasized in this article review. Students who are struggling in other courses could get help from teachers who specialize in teaching English as a second language. In the conclusion, the researcher made suggestions for instructional exercises that both professors and pupils need to partake in.
{"title":"Students' Strategies for Improving Their Listening Comprehension","authors":"Dinh Cong Tinh, ✉. Nguyen, Thanh Nam, Bui Ngoc Bon","doi":"10.32996/ijels.2024.6.2.17","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.17","url":null,"abstract":"In order to navigate many of the circumstances that arise in everyday life, one must practice active listening. People listen to audio for a variety of reasons, including amusement, learning in scholarly fields, or gathering important information. Students with a wide variety of hearing problems often show symptoms when they try to comprehend the content delivered in English. Children often find it difficult to absorb spoken information since schools place a strong focus on language, reading, and writing. Most course guides and lecturers tend to downplay the importance of listening. The challenges with auditory perception, particularly those pertaining to hearing, actively processing, and comprehending spoken information, are the main focus of this research. Teachers who are aware of the difficulties that their pupils encounter in the classroom may assist their students more successfully in order to help them improve their comprehension of spoken language and acquire excellent listening skills. This is a result of the teachers' improved ability to relate to and comprehend the emotions and experiences of their students. The significance of helping students develop efficient study habits and improve their English listening abilities is emphasized in this article review. Students who are struggling in other courses could get help from teachers who specialize in teaching English as a second language. In the conclusion, the researcher made suggestions for instructional exercises that both professors and pupils need to partake in.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"125 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141387408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.32996/ijels.2024.6.2.15
Nguyen Thanh Nam, Nguyen Van Duc, Bui Ngoc Bon
The objective of learning and acquiring languages via peers and social interaction is greatly aided by the use of educational games in English language teaching and learning. Prior research has shown the value of games as a fundamental teaching method in language instruction. Playing is good for individuals of all ages, even though it is crucial for a child's growth. Gardner's hypothesis of multiple intelligences is closely linked to the use of games in language instruction. Including games in the classroom may make learning more enjoyable and joyful, reduce stress, and help students form connections with one another and the outside world. Learning may be enhanced by the use of games, whether they are played online or in person. This study aims to clarify some fundamental components, as well as their characteristics, trends, and circumstances, that instructional games have to include. Lastly, this study provides an explanation of a few instructional game examples that educators might use in the classroom.
{"title":"Using Educational Games in Teaching English, A Foreign Language","authors":"Nguyen Thanh Nam, Nguyen Van Duc, Bui Ngoc Bon","doi":"10.32996/ijels.2024.6.2.15","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.15","url":null,"abstract":"The objective of learning and acquiring languages via peers and social interaction is greatly aided by the use of educational games in English language teaching and learning. Prior research has shown the value of games as a fundamental teaching method in language instruction. Playing is good for individuals of all ages, even though it is crucial for a child's growth. Gardner's hypothesis of multiple intelligences is closely linked to the use of games in language instruction. Including games in the classroom may make learning more enjoyable and joyful, reduce stress, and help students form connections with one another and the outside world. Learning may be enhanced by the use of games, whether they are played online or in person. This study aims to clarify some fundamental components, as well as their characteristics, trends, and circumstances, that instructional games have to include. Lastly, this study provides an explanation of a few instructional game examples that educators might use in the classroom.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"10 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141269381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-02DOI: 10.32996/ijels.2024.6.2.14
Phan Thanh Tuan, Thanh Nam Nguyen
To assess how a blended learning approach might improve students' IELTS speaking competency, this study used pedagogical action research. Traditional teaching methods in IELTS classes often ran into problems with little practice chances, inadequate feedback, and a lack of group and interaction experiences for students. The individuals' speaking skills showed a significant increase, as seen by the pre- and post-test findings. Most participants had positive things to say about the integration of blended learning into the environment, which raised satisfaction, engagement, and interaction levels. However, problems with asynchronous online feedback surfaced, suggesting that there is a need for improvement. This study emphasizes how crucial blended learning is for solving the shortcomings of traditional teaching strategies. It offers insightful details on how blended learning may encourage participation and provide comprehensive feedback systems, which would eventually improve IELTS speaking skills.
{"title":"Enhancing IELTS Speaking Skills through Blended Learning: A Pedagogical Action Research","authors":"Phan Thanh Tuan, Thanh Nam Nguyen","doi":"10.32996/ijels.2024.6.2.14","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.14","url":null,"abstract":"To assess how a blended learning approach might improve students' IELTS speaking competency, this study used pedagogical action research. Traditional teaching methods in IELTS classes often ran into problems with little practice chances, inadequate feedback, and a lack of group and interaction experiences for students. The individuals' speaking skills showed a significant increase, as seen by the pre- and post-test findings. Most participants had positive things to say about the integration of blended learning into the environment, which raised satisfaction, engagement, and interaction levels. However, problems with asynchronous online feedback surfaced, suggesting that there is a need for improvement. This study emphasizes how crucial blended learning is for solving the shortcomings of traditional teaching strategies. It offers insightful details on how blended learning may encourage participation and provide comprehensive feedback systems, which would eventually improve IELTS speaking skills.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"40 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-18DOI: 10.32996/ijels.2024.6.2.8
Nguyen Thi, Kim Ngọc
This research aims to investigate the impact of Quizlet, a digital learning tool, on vocabulary achievement among non-English major students at Dong Nai Technology University. Vocabulary acquisition is a crucial aspect of language learning, particularly for non-English major students who often face challenges in mastering vocabulary. Quizlet, an online platform offering various interactive learning activities, has gained popularity as a supplementary tool in language learning contexts. This research aims to explore the effectiveness of Quizlet in enhancing vocabulary acquisition among non-English major students and its implications for language education at the university level. A quantitative analysis of pre-test/post-test scores is employed to provide comprehensive insights into the impact of Quizlet on vocabulary achievement. The findings contribute to understanding the potential of digital learning tools like Quizlet in supporting language learning and informing pedagogical practices for non-English major students.
{"title":"The Impact of Quizlet on Vocabulary Achievement among Non-English Major Students at Dong Nai Technology University","authors":"Nguyen Thi, Kim Ngọc","doi":"10.32996/ijels.2024.6.2.8","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.8","url":null,"abstract":"This research aims to investigate the impact of Quizlet, a digital learning tool, on vocabulary achievement among non-English major students at Dong Nai Technology University. Vocabulary acquisition is a crucial aspect of language learning, particularly for non-English major students who often face challenges in mastering vocabulary. Quizlet, an online platform offering various interactive learning activities, has gained popularity as a supplementary tool in language learning contexts. This research aims to explore the effectiveness of Quizlet in enhancing vocabulary acquisition among non-English major students and its implications for language education at the university level. A quantitative analysis of pre-test/post-test scores is employed to provide comprehensive insights into the impact of Quizlet on vocabulary achievement. The findings contribute to understanding the potential of digital learning tools like Quizlet in supporting language learning and informing pedagogical practices for non-English major students.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"121 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141125178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.32996/ijels.2024.6.2.7
Junling Xiao, Yushen Zhang
Language-related academic emotions, especially foreign language anxiety (FLA) and foreign language enjoyment (FLE) have been widely explored, and foreign language boredom (FLB) has gradually attracted more and more attention. Previous research has examined the relationship between language-related academic emotions (FLE, FLA, and FLB) and language performance, but the findings have been inconsistent. By synthesizing the existing literature, we aim to provide a clearer understanding of the relationship between these emotions and language performance. Thirty-nine studies with 130 independent samples from 9 countries and 91,405 participants were included in our meta-analysis. The results show that FLE has a positive impact on foreign language achievement(r=0.339), while FLA and FLB have negative impacts (r=-0.259 and r=-0.288, respectively). FLE emerges as the most significant factor affecting foreign language achievement. Subgroup analyses and meta-regression analysis were performed to examine potential moderators, revealing that age and linguistic differences do not have a significant impact on this relationship, but education level and the type of achievement measure play a crucial role in mediating the effects of FLE and FLA on language achievement. The findings provide evidence for the effectiveness of language-related emotions on language achievement and have important implications for language learning research and practice.
{"title":"Exploring the Effect of Language-related Academic Emotions on Foreign Language Achievement: A Systematic Review and Meta Analysis","authors":"Junling Xiao, Yushen Zhang","doi":"10.32996/ijels.2024.6.2.7","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.7","url":null,"abstract":"Language-related academic emotions, especially foreign language anxiety (FLA) and foreign language enjoyment (FLE) have been widely explored, and foreign language boredom (FLB) has gradually attracted more and more attention. Previous research has examined the relationship between language-related academic emotions (FLE, FLA, and FLB) and language performance, but the findings have been inconsistent. By synthesizing the existing literature, we aim to provide a clearer understanding of the relationship between these emotions and language performance. Thirty-nine studies with 130 independent samples from 9 countries and 91,405 participants were included in our meta-analysis. The results show that FLE has a positive impact on foreign language achievement(r=0.339), while FLA and FLB have negative impacts (r=-0.259 and r=-0.288, respectively). FLE emerges as the most significant factor affecting foreign language achievement. Subgroup analyses and meta-regression analysis were performed to examine potential moderators, revealing that age and linguistic differences do not have a significant impact on this relationship, but education level and the type of achievement measure play a crucial role in mediating the effects of FLE and FLA on language achievement. The findings provide evidence for the effectiveness of language-related emotions on language achievement and have important implications for language learning research and practice.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"9 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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