Relevant bibliographies by topics / English language learning sites

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language learning sites'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 July 2025

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Journal articles on the topic "English language learning sites"

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McClure, Kristene K. "Seeking Inclusivity in English Language Learning Web Sites." Journal of Language, Identity & Education 9, no. 4 (2010): 265–81. http://dx.doi.org/10.1080/15348458.2010.503917.

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Dilshoda, Mahkamova. "THE USE OF INTERNET SITES IN TEACHING ENGLISH." «Zamonaviy dunyoda ilm-fan va texnologiya» nomli ilmiy-amaliy konferensiya 1, no. 4 (2022): 7–9. https://doi.org/10.5281/zenodo.7138974.

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The global Internet offers opportunities for foreign language teachers to use many useful resources, distance-learning courses in teaching English. These are special programs for teaching foreign languages, as well as authentic materials that the teacher can select, adapt and use them for educational purposes.
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Ismail, Izaham Shah, and Nurul Hidayu Shafie. "English Informal Language Learning through Social Networking Sites Among Malaysian University Students." Asian Journal of University Education 15, no. 3 (2019): 211. http://dx.doi.org/10.24191/ajue.v15i3.7800.

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The use of ICT in education has benefitted both students and educators in the education field. Currently, social networking sites are being used widely by university students in their daily lives for various purposes such as entertainment, networking, as well as educational purposes. There are many studies conducted to figure out whether the social networking sites benefit the students in formal education but there are not many studies done to investigate whether they are beneficial to students’ informal learning, especially in English language. Therefore, this study aims to investigate the co
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AlShoaibi, Rana, and Nadia Shukri. "Foundation Year Students’ Perceptions of Using Social Network Sites for Learning English in the Saudi Context." English Language Teaching 10, no. 6 (2017): 60. http://dx.doi.org/10.5539/elt.v10n6p60.

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The major aim of this study is to better understand the university students’ perceptions and attitudes towards using social network sites for learning English as well as to identify if there is a difference between male and female university students in terms of using social networking sites for learning English inside and outside the classroom. The study also attempts to identify the social networking sites that are most frequently used by male and female university students in order to learn English. The participants of this study were 20 female and male foundation year students at King Abdu
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Khabib, Erfina Maulidah, and Suci Muliana. "Mobile-Aided Language Learning: Case Study of Using Smartphone Applications for Learning English." Radiant 5, no. 2 (2024): 163–79. https://doi.org/10.52187/rdt.v5i2.195.

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This study intends to give more comprehensive information about smartphone apps that aid in learning English, offer substitute materials and teaching techniques to sharpen their language skills, and motivate both students and instructors to adopt cutting-edge teaching and learning strategies. The case study approach is selected because it permits a holistic and real-world perspective while concentrating on individual cases. According to the findings, English language learners utilise mobile applications because they would rather access different types of material and participate in social netw
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Mushtaque, Shazia, and Dr Sajida Zaki. "Interplay of Language and Identity in Education: Prospection for Urdu and English Language and Second Language Teaching and Learning." Bahria University Journal of Humanities and Social Sciences 7, no. 1 (2024): 85–106. http://dx.doi.org/10.58800/bujhss.v7i1.243.

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Educational contexts are the primary sites for the promulgation of linguistic ideologies and for determining the linguistic market for a language. English language in Pakistan is considered vital for mundane, official, and academic activities hence its learning gains currency in the polity. Conversely, the learning outputs are unsatisfactory which necessitates understanding how English language learners perceive themselves concerning the languages they are taught in the educational context. This study explains the language identity for Urdu (L1) and English (L2) of Pakistani undergraduate Engl
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Rajoub, Mohammad. "The Degree of Using Social Networking Sites by the Basic Stage English Language Teachers in the South Hebron Directorate During the f the Corona Pandemic." International Journal for Scientific Research 3, no. 9 (2024): 39–68. http://dx.doi.org/10.59992/ijsr.2024.v3n9p2.

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This study aimed to identify the degree of using social networking sites by the basic stage English language teachers in the South Hebron Directorate during the Corona Pandemic. This study was conducted on a simple random sample of (150) male and female of primary school English language teachers in the Directorate of Education in South Hebron. The researcher used the descriptive approach, where the tool of the study was used after verifying their validity and stability. The results of the study indicate the overall degree of using social networking sites by the basic stage of English language
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Tan, Siok Yong, and Melor Md Yunus. "Sustaining English Language Education with Social Networking Sites (SNSs): A Systematic Review." Sustainability 15, no. 7 (2023): 5710. http://dx.doi.org/10.3390/su15075710.

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Mastery of the English language has always been major impediment to many educators and learners around the world. In this rapidly globalising world, social networking sites (SNSs) have risen to the top, especially during the unprecedented advent of the COVID-19 pandemic. Nevertheless, the review of SNSs regarding the English education field is scant, in spite of its significance for sustainability education. On that account, this systematic literature review highlights the potential benefits of using SNSs for educational practices. Using the preferred reporting items for systematic reviews and
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Zainuddin, Fatin Najiha, and Melor Md Yunus. "Sustaining Formal and Informal English Language Learning through Social Networking Sites (SNS): A Systematic Review (2018–2022)." Sustainability 14, no. 17 (2022): 10852. http://dx.doi.org/10.3390/su141710852.

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There has been a gradual shift over the years towards the use of social networking sites (SNS) in formal and informal English language learning which was accelerated during the COVID-19 pandemic. Though there is an abundance of articles dedicated to probing into the in-depth use of SNS in English language learning, a clear correlation between the formal and informal application of SNS in English language learning is still scarce. Therefore, this systematic review aims to exhaustively analyse the recent findings regarding the integration of SNS in English language learning in both formal and in
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Afandiyeva, Saida. "Technology and blogs in teaching English as foreign language." Scientific Bulletin 4 (2021): 37–42. http://dx.doi.org/10.54414/luam2732.

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This article is about technology in Teaching English as a foreign language. Various types of technology like Twitter, Facebook, Instagram, Blog, Edmodo, Microsoft Teams, Skype, Zoom and others are introduced. We can use all them to teach students, but for that we should teach them to use technology and guide them. Positive and negative sides of technology and howto use it in teaching English as foreign language are also investigated in this article. The importance of decision when, how and why to use technology and the role of teacher in motivating students is stressed in this article. The ide
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Dissertations / Theses on the topic "English language learning sites"

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Talafhah, Rania Hassan. "SOCIAL NETWORKING SITES AND ENGLISH LANGUAGE LEARNING: JORDANIAN EFL LEARNERS’ PRACTICES AND EXPERIENCES." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1406.

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AN ABSTRACT OF THE DISSERTATION OF Rania Hassan Talafhah , for the Doctor of Philosophy degree in Curriculum and Instruction, presented on 4 May 2017, at Southern Illinois University Carbondale. TITLE: SOCIAL NETWORKING SITES AND ENGLISH LANGUAGE LEARNING: JORDANIAN EFL LEARNERS’ PRACTICES AND EXPERIENCES MAJOR PROFESSOR: Dr. Christina C. McIntyre The purpose of this mixed-methods sequential explanatory study was to identify the EFL learners’ practices and understand their experiences with SNSs (social networking sites) as a tool for English language learning. The study was conducted in two
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Koowuttayakorn, Sichon, and Sichon Koowuttayakorn. "Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624521.

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The present study explores informal English language teaching and learning (ELTL) on the social media platform of Facebook. In contrast to a formal second/foreign language (L2/FL) education setting which is institutionally sponsored and highly structured, the context of informal ELTL under investigation is "recreational" (Chik, 2015) in the sense that it is unconstrained by institutional structures and largely driven by personal interests and goals. With the unprecedented success of social media and social networking sites (SNSs), this new form of learning and teaching can be found in a variet
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Fagerlund, Lina, and Helena Persson. "Communicative Language Learning in English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28454.

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I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning.<br>This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.
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Öhlander, Andersson Lina. "English Language Learning : Student's Perception on Their Own Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14371.

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This is a qualitative study, which aims at looking closer into how eight students look upon their own English perceiving skills. A qualitative interview method was used to interview eight students in upper secondary school. The participants were four girls and four boys. The result from the interviews have been presented under three different headings, which are as follows: Motivation, Classroom and Acquisition. A lot of studies have been done on the subject of language learning and it has resulted in many theories, and the ones that seemed relevant for this study have been brought up and conn
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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the lo
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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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<p> As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, &amp; Higareda, 2005; Guiberson, 2009; Mac Swan &amp; Rolstad, 2006; Rinaldi &amp; Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, &amp; Barletta, 2006). To understand this
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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.

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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences
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Álvarez, Valencia José Aldemar. "Language, Learning, and Identity In Social Networking Sites for Language Learning: The Case of Busuu." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/316461.

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Recent progress in the discipline of computer applications such as the advent of web-based communication, afforded by the Web 2.0, has paved the way for novel applications in language learning, namely, social networking. Social networking has challenged the area of Computer Mediated Communication (CMC) to expand its research palette in order to account for the way individuals engage in processes of learning and socialization, the way they interact, and the way they construct and perform their identities. With this in mind, it is necessary to examine the new material conditions, social arrangem
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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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Yik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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Books on the topic "English language learning sites"

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Quezada, Shelley. Massachusetts literacy resources directory, 1987-88: A listing of adult basic education classes, English as a second language programs, GED preparation classes and testing sites, and a variety of adult learning programs in the Commonwealth. Commonwealth of Massachusetts, Board of Library Commissioners, 1987.

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Quezada, Shelley. Massachusetts literacy resources directory: A listing of adult basic education classes, English as a second language programs, GED preparation classes and testing sites, and a variety of adult learning programs in the Commonwealth. Commonwealth of Massachusetts, Board of Library Commissioners, 1985.

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Diamantopoulou, Sophia, and Sigrid Ørevik. Multimodality in English Language Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003155300.

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Voss, Erik, and Ilka Kostka. Flipping Academic English Language Learning. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. ScottForesman, 1997.

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E, Albertson Gerald, ed. Issues in English language learning. Nova Science Publishers, 2010.

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Book chapters on the topic "English language learning sites"

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Kersten, Kristin, Karen Glaser, Hannah Ruhm, Jana Roos, Sonja Brunsmeier, and Martin J. Koch. "Student teachers’ and mentors’ perceptions of effective teaching techniques in the primary L2 English classroom." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.12ker.

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Abstract This chapter presents the results of a multi-site study that employed the Teacher Input Observation Scheme (TIOS, Kersten et al., 2018) in the context of the primary second language (L2) English practicum to elicit self- and other-assessments of classroom practices from 74 student teachers and their 13 university mentors at three German universities. The four TIOS sub-scales permit a differentiated view on mentor and student perceptions of language teaching strategies to shed light on this crucial phase of pre-service teacher education programmes. ANOVAs showed that student and mentor
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Ho, Wing Yee Jenifer. "Self-Directed Language Learning: A Semiotic Analysis of a Language Learning App." In Virtual Sites as Learning Spaces. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26929-6_11.

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Volkmann, Laurenz. "Language Learning." In English and American Studies. J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_36.

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Lotherington, Heather, Deanna Neville-Verardi, and Natalia Sinitskaya Ronda. "English in cyberspace." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.04lot.

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Hall, Graham. "Language, language learning and Method." In Exploring English Language Teaching. Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-4.

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White, Jonathan R. "Authenticity of Language Practices in Virtual Learning Sites." In Virtual Sites as Learning Spaces. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26929-6_3.

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Hill, Christopher. "English Language Use." In Supporting and Learning from Academics. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9040-3_6.

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Park, Eun Sung. "Minority Students’ English-Learning Experience." In Language Policy. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38754-8_7.

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Vraciu, Alexandra, and Elisabet Pladevall-Ballester. "Early English language learning." In Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning. Routledge, 2024. http://dx.doi.org/10.4324/9781003289043-7.

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Thomas, Michael, Hayo Reinders, and Anouk Gelan. "Learning Analytics in Online Language Learning." In Faces of English Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315205618-13.

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Conference papers on the topic "English language learning sites"

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Qizi, Tojiyeva. "Students' English Language Under Blended Learning Customizations." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012873300003882.

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Shaik, Iliyas Ali, Ansar Hussain Shaik, P. Athahar, and B. Rasheeda Begum. "Cognitive Computing in English Language Classrooms." In 2024 IEEE 6th International Conference on Cybernetics, Cognition and Machine Learning Applications (ICCCMLA). IEEE, 2024. https://doi.org/10.1109/icccmla63077.2024.10871285.

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Jawad, Israa Abed, Adnan Burhan Rajab, Salah Farhan A. Sharif, Ahmed Hussain, and Sattar Jabar Daham Wassif. "Leveraging Social Media for Collaborative English Language Learning." In 2024 International Conference on Emerging Research in Computational Science (ICERCS). IEEE, 2024. https://doi.org/10.1109/icercs63125.2024.10895251.

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Shaik, Mohammad Khaja, Yaisna Rajkumari, J. Naga Madhuri, V. Arunadevi, C. Raghavendra Reddy, and Prema S. "Automated English Language Learning Using BERT-LSTM Model." In 2024 International Conference on Artificial Intelligence and Quantum Computation-Based Sensor Application (ICAIQSA). IEEE, 2024. https://doi.org/10.1109/icaiqsa64000.2024.10882368.

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B, Sreela, P.Bindhu, M. Mythili, P. Vijaya Kumar, E. Pearlin, and Noor Kaylan Hamid. "Harnessing AI and Machine Learning to Transform English Language Learning Experiences." In 2025 International Conference on Emerging Smart Computing and Informatics (ESCI). IEEE, 2025. https://doi.org/10.1109/esci63694.2025.10988275.

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Nimma, Divya, Thamara Selvi M D, S. K. Sunori, Punit Pathak, Sabareesh R, and Prema S. "Deep Learning Approaches to Predict Student Success in English Language Learning." In 2024 IEEE 2nd International Conference on Innovations in High Speed Communication and Signal Processing (IHCSP). IEEE, 2024. https://doi.org/10.1109/ihcsp63227.2024.10959969.

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Chamundeshwari, C., Premalatha S, Yaisna Rajkumari, Marwan Aziz Mohammed, T. Sathyaseelan, and M. Vimochana. "Leveraging Machine Learning for Automatic Pronunciation Assessment in English Language Learning." In 2025 International Conference on Advances in Modern Age Technologies for Health and Engineering Science (AMATHE). IEEE, 2025. https://doi.org/10.1109/amathe65477.2025.11080723.

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Xu, Bo. "Constructing an English Language Chatbot Using Reinforcement Learning Algorithms." In 2024 3rd International Conference on Artificial Intelligence and Autonomous Robot Systems (AIARS). IEEE, 2024. http://dx.doi.org/10.1109/aiars63200.2024.00070.

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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to
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Thao, Vo Thi Thu. "HUFI English-majored Students’ Perceptions of Peer Correction in Essay Writing." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.4.

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Writing essays can be a challenging task for many English-major students, and developing writing skills can be a difficult process. To address this issue, several studies have explored ways to enhance students’ writing performance. This paper aimed to explore how peer correction was used in classrooms to improve English essay writing skills among English major freshmen at the Faculty of Foreign Languages, in the University of Food Industry, Ho Chi Minh City. This case study collected data through class observations and student interviews using a qualitative approach. The results indicated that
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Reports on the topic "English language learning sites"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri
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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary lev
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O'Brien, Beth A., Chee Soon Tan, and Luca Onnis. Technology-based tools for teaching early literacy skills. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27453.

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This project focuses on improving literacy development for young learners who are struggling with learning to read English by investigating the process of learning grapheme-phoneme correspondences (GPCs). Learning GPC is foundational to learning to read alphabetic languages, and is a core problem for struggling readers. In this project, two methods are used in two studies to understand the process of learning English GPCs as the crux of acquiring literacy. First, a machine learning neural network modelling approach is used to study the effect of sound-symbol grain size and consistency and trai
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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level
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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, et al. Duolingo English Test - Writing Construct. Duolingo, 2023. http://dx.doi.org/10.46999/arxn5612.

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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct
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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada192006.

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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part b
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TAWIR, KHALID MUKTAR. THE USE OF MOBILE LEARNING IN ENGLISH FOREIGN LANGUAGE CLASSROOM: CHALLENGES, ADVANTAGES AND DISADVANTAGES, APPLICATIONS AND IMPLICATIONS TO FOREIGN LANGUAGE LEARNERS. ResearchHub Technologies, Inc., 2025. https://doi.org/10.55277/researchhub.bojkc034.1.

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