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Journal articles on the topic 'English learning environment'
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1
Zhang, Jiani. "The Impact of the Learning Environment on English Language Learning." Journal of Education, Humanities and Social Sciences 23 (December 13, 2023): 69–72. http://dx.doi.org/10.54097/ehss.v23i.12737.
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English is one of the world's most widely used languages, with a wide range of applications and important social values. With the accelerating process of globalization, mastering English has become an important ability for individuals and countries. Therefore, the study of English learning has been attracting much attention. However, it is not enough to rely on classroom teaching alone, and the influence of the learning environment on English learning is also crucial. The purpose of this paper is to explore the influence of learning environment on English learning. The learning environment includes physical, social and cultural environments. Through the review of related literature and the analysis of empirical studies, it is found that the learning environment has a significant impact on English learning.
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Pandey, Shiv Ram, and Durga Nidhi Kaudal. "Collaborative Learning Environment for English Language Learning." A Bi-annual South Asian Journal of Research & Innovation 11, no. 1-2 (2024): 120–30. https://doi.org/10.3126/jori.v11i1-2.77867.
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This research article is on ‘Collaborative Learning Environment for English Language Learning in Private Schools in Kathmandu: A Case of Grade Five’. The study explores how private school teachers create collaborative learning environment for the English language learners. The study explores how and why the collaborative learning environment has been created to teach the English language learners in and out of the classroom. The study adopted qualitative research method and case study design to collect and analyze data from a single participant. In-depth interview and observation techniques were used to collect rich data. The participant was selected purposively. It is expected that the research outcome provides a significant ground for rethinking, reforming, planning, designing and implementing educational strategies in Nepal.
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Al Malki, Moza, Ibtisam Al Rushaidi, and Ameera Al Saidi. "Omani English Classroom Environment: Pre-Service English Language Teachers’ Perspectives." International Journal of Learning, Teaching and Educational Research 23, no. 3 (2024): 527–47. http://dx.doi.org/10.26803/ijlter.23.3.26.
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The United Nations Educational Scientific and Cultural Organization and the Organization for Economic Cooperation and Development called for a conducive learning environment for male and female learners equally. Considering that, this study examined the classroom learning environment in Oman and the differences between Omani female and male English teachers’ classroom environments. This study is based on 60 pre-service English language teachers’ experiences. Utilizing Krueger’s content analysis continuum model to analyze reports and focused-group interviews, the study found that a welcoming, safe environment, teacher-student interaction, and flexibility and innovation lead to conducive learning environments. However, large classes and lack of technological equipment, time constraints, and overreliance on a grammar-translation method are criteria which negatively affect the learning environment. Also, the study found that the differences are attributed to several factors, some of which are related to student-teacher relationship, the materials used, and classroom management. Such investigations contribute significantly to the provision of high-quality education. To optimize student engagement and learning outcomes, it is recommended that educational settings offer flexible seating arrangements, sufficient space, and access to technological resources. The study recommends that teacher training programs enhance future educators’ skills in managing learning environments and developing emotional intelligence, particularly among male teachers. Some of the study’s implications can be considered by English teachers, school stakeholders, and future researchers to improve the current status of learning environments and be aligned with Omani Vision 2040 in relation to education.
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Gelete, Lemma W/Michael, and Tamene Kitila Dhaba. "Psychosocial Learning Environments of English Classes and Students’ Motivational Intensity in Learning English Language." ELT Worldwide: Journal of English Language Teaching 10, no. 2 (2023): 429. http://dx.doi.org/10.26858/eltww.v10i2.53767.
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The psychosocial learning environments of English classes could determine students’ motivation to learn English because students spend much amount of time in English classrooms which are the primary setting in which English learning occurs. This study investigated the extent to which English classroom psychosocial learning environments influence students’ motivational intensity in English learning. A correlational research design was used to attain this purpose. Simple random sampling was utilized to select 371 samples from the population. The data were gathered through “What Is Happening In this Class” and Motivational Intensity questionnaires, and were analyzed using inferential statistics. The results showed that each aspect of the psychosocial learning environment was related to students’ motivational intensity significantly. Further, the influence of the set of six psychosocial environment aspects on students’ effort and engagement in learning English was significant. Three of the six aspects, namely, task orientation, student involvement, and teacher support accounted for the influence on students’ motivational intensity significantly. This implies that students exert greater effort and engage in learning English when they are provided with a more task-oriented classroom environment, opportunities to be involved in the learning process, and adequate support from their English teachers. Therefore, the psychosocial environments of English classes need improvement to boost students’ motivation to learn English. In particular, the learning environment aspects of task orientation, student involvement, and teacher support play a vital role in motivating students to learn English.
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Yos, Ahdar, Rafiqa Rafiqa, and Yosef Teguh Siregar. "Learning english based on education environment." At- Tarbawi 12, no. 2 (2020): 151–64. http://dx.doi.org/10.32505/tarbawi.v12i2.2054.
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The focus of the problem statement of this article is whether the educational environment can develop English vocabulary? This study aims to find out that the education environment can develop students’ vocabulary. The significance of this study is expected to give useful information on English teaching and learning process, especially in learning English vocabulary based on the education environment. In this case, the researcher used experimental as a research method, and She used random sampling technique in choosing the sample. Vocabulary test as a research instrument, it consists of 20 items, then pretest and posttest were used to collected data, statistic analysis as a technique of data analysis. Based on the result of the data analysis and the discussion of the result in the previous chapter, the writer would like to put forward conclusion that the school environment is a good medium in the teaching-learning process especially to develop students’ vocabulary
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El-Hmoudova, Dagmar. "Developing English Learning Skills in Blackboard Virtual Learning Environment." Procedia - Social and Behavioral Sciences 199 (August 2015): 517–24. http://dx.doi.org/10.1016/j.sbspro.2015.07.541.
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Li, Mohan. "Exploring the Impact of Family Factors on Students English Learning Motivation among English Major Undergraduate Students in China." Lecture Notes in Education Psychology and Public Media 87, no. 1 (2025): 58–67. https://doi.org/10.54254/2753-7048/2025.bo23952.
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English learning motivation is a critical and common factor that exists in our daily learning life. Learners in two main environments while learning, the school environment and family environment, these environments are psychologically and physically affecting learning motivation. In college students in China, many researchers have focused on searching the school environments influence on English learning motivation, while the family environment is less studied in contrast. This research aims to provide a more comprehensive classification of family factors and expand the existing perspective on their influence on English learning motivation. Through the questionnaire method in mixed-method research, the results of this paper will provide insights into family factors on students English learning motivation in China and identify the correlation and the degree of influence. This paper will demonstrate that the family factors (i.e., parents sense of values, parents social-economic status, parents educational background and cultural influence, parents involvement and guidance behavior, family's atmosphere and style) is positively related to students English learning motivation, and further find the way to improve students English learning motivation through paying attention to strong influencing factors and providing appropriate family support.
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Tuilan, Jeane. "Self-Regulated Learning In Blended Learning Environment." Script Journal: Journal of Linguistics and English Teaching 8, no. 2 (2023): 154–62. http://dx.doi.org/10.24903/sj.v8i2.1381.
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Background: 
 As technology advances and online learning becomes increasingly prevalent, consideration of students' metacognitive skills grows in importance. This study aims to provide insight into the influence of Self-Regulated Learning (SRL) on the academic outcomes of English students while examining the dominant component within SRL and assessing whether there is a relationship between the use of SRL and gender.
 Methodology: 
 The research involved 123 students from the English Department of Universitas Negeri Manado (Unima), located in North Sulawesi, Indonesia. An adjusted questionnaire was utilized in a web-based survey to explore the use of SRL amid blended learning settings.
 Findings: 
 The statistical analysis revealed a positive relationship between SRL and the learning outcomes of the students in the blended learning environment. In particular, students predominantly used achievement orientation as their SRL component in the blended learning environment, while gender differences in the use of SRL strategies were found to be statistically insignificant.
 Conclusion: 
 As a result, this study highlights the importance of self-regulated learning in the improvement of student outcomes in a blended learning environment. The prominence of performance orientation is a noteworthy aspect of SRL application. Additionally, the lack of notable gender-based disparities in the utilization of SRL implies a level of equality in the educational setting.
 Originality: 
 This study aims to fill an important gap in current understanding by exploring the complex relationship between SRLs, gender and blended environments among English language learners. By investigating the dynamics of effective learning strategies in the current digital age, this study aims to contribute to a comprehensive understanding of the factors that influence academic success and pave the way for targeted educational interventions.
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Zhang, Lixia. "Research on the Impact of Geographical Environment on English Learning Based on Machine Learning." International Journal of Cognitive Informatics and Natural Intelligence 18, no. 1 (2024): 1–16. http://dx.doi.org/10.4018/ijcini.356391.
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College English course is an important basic course in colleges and universities. The purpose of this study is to better understand the influence mechanism of geographical environment on English learning and provide scientific basis for formulating targeted English education policies. This study uses the method of machine learning to analyze the collected data and explore the influence of geographical environment on college students' English learning. This study constructs a comprehensive data set including students' English learning achievements, academic background and geographical location, and obtains the results through computer model analysis. The results show that geographical environment has an influence on college English learning, which will lead to differences in students' English learning achievements. This study suggests that geographical factors should be considered when formulating English education policies. This study is of great significance to promoting the development of English education and improving students' learning effect.
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Lestari, Disa Evawani, and Emilius German. "Incorporating Instagram Features in EFL Learning Environment." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (2021): 168. http://dx.doi.org/10.31002/metathesis.v5i2.4192.
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<p>Instagram, famous for its easy picture and video sharing features, also has some other features, such as quiz, question, and poll, which can be used as English learning tools. The incorporation of Instagram becomes a valuable resource as most university students use Instagram. This study aims to explore those features and to investigate students’ perceptions of Instagram as learning tools. The research participants are 50 students who speak English as a foreign language (EFL) studying at a university which applies English as a medium of instruction (EMI). The participants follow the researcher’s Instagram account and are notified by email for every new post. They, therefore, can view and participate in those posts. The data is gathered from an online questionnaire. The results suggest that quiz is favored for its surprisingly effective function as a correction tool for common errors. In addition, cartoon post is favored as it provides funny and contextual use of the vocabulary which makes the vocabulary memorable. Hence, Instagram becomes effective English learning environment, which is supplementary to English classes, especially as an error correction and source of vocabulary input reaching massive number of students with only one post.</p>
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Shen, Xiaolei, and Lin Sophie Teng. "Unveiling the effect of self-regulated learning strategies on learning engagement among Chinese EFL learners in the online learning environment." Digital Applied Linguistics 3 (February 14, 2025): 102473. https://doi.org/10.29140/dal.v3.102473.
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The significant roles of self-regulated learning (SRL) in enhancing learning engagement have been extensively explored in previous research. However, the impact of SRL on learning engagement within technology-based online English learning environments remains underexplored. Therefore, the present study aimed to examine the effects of SRL on learning engagement, following the validation of measurement tools for online SRL and English learning engagement. This research focused on EFL learners across diverse age and gender groups within technology-mediated learning environments. In this regard, a SRL questionnaire and a learning engagement questionnaire, specifically designed for technology-based online English learning, were administered to 328 EFL learners. The results provided robust validation for the multidimensional self-report measures of SRL strategies and learning engagement in technology-based online English learning contexts. In addition, the study uncovered fluctuating changes in self-regulated learning strategies and learning engagement across different age groups and genders. Most notably, the findings revealed that a majority of SRL strategies positively influenced all three types of learning engagement. Among these, help-seeking emerged as the most influential factor in enhancing learning engagement, while environment structuring showed no significant impact on any type of engagement in the technology-based online English learning context. These findings offer valuable insights for developing learners’ self-regulation to enhance their engagement in online English learning within technology-driven environments.
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Guo, Jingshu, Sangmok Lee, Hongyan Guo, and Jing Yang. "Exploring Deep Learning of English Vocabulary Acquisition from Mobile Learning Environment." Journal of e-learning Research 1, no. 4 (2021): 1–16. http://dx.doi.org/10.33422/jelr.v1i4.193.
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With the advent of the 5G era, the rapid development of communication networks has provided comparatively favorable conditions for the popularity of mobile learning. Mobile learning devices, mainly smartphones and tablets, have gradually replaced traditional computer-assisted devices as one of the important forms of learning for learners in the new era. This study summarizes the characteristics of mobile learning as: Ubiquitous; Portable; Personalized; Interactive; Updated; and Seamless. Based on the above characteristics, mobile vocabulary learning has its advantages such as convenience and efficiency, but due to its fragmented learning characteristics, however, the fragmented nature of learning makes it difficult for learners to achieve deep learning. In the content of vocabulary acquisition, deep learning refers to after a word has been learnt, it may trigger associations, images or stories on the basis of the learner's past experiences. In the field of education deep learning provides an effective solution to the problem of fragmentation in mobile learning and provides a new path and idea for effective vocabulary acquisition. This study uses a combination of questionnaires and empirical research to ask the following research questions: Question 1: To what extent do learners have an understanding of mobile learning of English vocabulary? Question 2: To what extent can deep learning-based mobile learning of English vocabulary improve students' English vocabulary? After the questionnaire survey and the empirical study, we can see that Learners have a degree of understanding of deep learning-based mobile vocabulary learning and that deep learning-based mobile learning of English vocabulary can will contribute positively to the acquisition of English vocabulary.
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Rejeki Murtiningsih, Sri, Sekar Ayuningtyas, and Didit Haryadi. "Creating a Smart Learning Environment for English Proficient Students: Parental Involvement." SHS Web of Conferences 202 (2024): 04012. http://dx.doi.org/10.1051/shsconf/202420204012.
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Parental involvement is crucial in fostering a smart learning environment, particularly for enhancing English proficiency among students. This study examines the role of parents in creating such an environment and the challenges they face. Using qualitative approach, in-depth interviews were conducted with four parents of students with high English proficiency at an Islamic elementary school in Magelang, Indonesia. The findings highlight various forms of parental involvement, including English learning support, provision of learning facilities, supervision during study sessions, collaboration with schools, and mental support. The research also identifies six key challenges: teaching English at home, supporting English learning, unsupportive academic backgrounds, low parental skills, busy schedules, and managing emotions. These insights are vital for developing strategies that enhance parental involvement to create smart learning environments and ultimately improve students’ English proficiency. Implications for parents, institutions, and further research are discussed in this study.
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Thi Thu, Ha, Phung, and Tuyen, Duong Thi. "The Impact of Learning Environment on English Learning Attitudes to Primary School Students." International Journal of Applied Science and Research 08, no. 03 (2025): 256–64. https://doi.org/10.56293/ijasr.2025.6525.
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Attitudes play a critical role in English language learning, particularly at the primary school level where early motivation and engagement are essential. This study investigates how specific activities that build and develop an English learning environment- namely topic-based classroom decoration and English festivals - affect the attitudes of Grade-4 students at a primary school in a primary school in Thai Nguyen province, Vietnam. Employing a descriptive research design, data were collected from 175 students through a structured questionnaire and semi-structured interviews. The results indicate strong positive attitudes across cognitive, affective, and behavioral dimensions. Students reported increased awareness of language learning benefits, greater emotional enjoyment, and more active participation after engaging in the activities. These findings align with previous research on the role of interactive and supportive environments in language education, and further suggest that even lowcost, school-based initiatives can meaningfully shape young learners’ engagement with English. The study offers practical insights for educators and policymakers seeking to enhance English learning outcomes through environmental and pedagogical design.
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R, Roopa, and Jayadeva T.S. "Learning Android Programming through Active Learning Environment." International Journal of Computer Trends & Technology 67, no. 3 (2019): 165–68. http://dx.doi.org/10.14445/22312803/ijctt-v67i3p131.
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Nguyen, Thi Hong Minh1, and Danh Nam2 Nguyen. "Developing English Learning Environment for Non-English Majors in a Non-native Community." International Journal of Social Science And Human Research 04, no. 10 (2021): 2973–82. https://doi.org/10.47191/ijsshr/v4-i10-42.
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Teaching and learning English as a foreign language in a non-native community poses a lot of challenges to both teachers and students. While it is commonly shared that in-class learning does not guarantee the success of the learning, the need for the extension of learning opportunities beyond the class has been remarkably increasing, encouraging English educators to create an environment for English learning beyond the class door. This study aims to set up such environment for non-English majors at Thai Nguyen University of Education, Vietnam. A series of out-of-class English activities were conducted during October 2020 to May 2021 for non-English majors at the University. 200 students joined the study as questionnaire respondents in two phases (before and after the implement of the activities) and 10 students were selected for focus group interview. Results revealed that the majority of the students believed in-class English learning were insufficient for their demands and needs and thus expected similar activities should be carried out beyond the class. The research would be a significant case study to illustrate that efforts to include out-of-class activities in the learning process should be encouraged for the development of an extended language learning environment for the benefits of the students in places where English is largely limited within the classroom walls.
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Jiang, Xuemei, Rui Wang, Thuong Hoang, Chathurika Ranaweera, Chengzu Dong, and Trina Myers. "AI-Powered Gamified Scaffolding: Transforming Learning in Virtual Learning Environment." Electronics 14, no. 13 (2025): 2732. https://doi.org/10.3390/electronics14132732.
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Gamification has the potential to significantly enhance student engagement and motivation in educational contexts. However, there is a lack of empirical research that compares different guiding strategies between AI-driven gamified and non-gamified modes in virtual learning environments to scaffold language learning. This paper presents an empirical study that examines the impact of AI-driven gamification and learning strategies on the learning experience and outcomes in virtual environments for English-language learners. A gamified English learning prototype was designed and developed. A between-group experiment was established to compare different gamified scaffolding groups: a traditional linear group (storytelling), an AI-driven gamified linear group (task-based learning), and a gamified exploration group (self-regulated learning). One hundred students learning English as a second language participated in this study, and their learning conditions were evaluated across three dimensions: engagement, performance, and experience. The results suggest that traditional learning methods may not be as effective as the other two approaches; there may be other factors beyond in-game interaction and engagement time that influence learning and engagement. Moreover, the results show that different gamified learning modes are not the key factor affecting language learning. The research presents guidelines that can be applied when gamification and AI are utilised in virtual learning environments.
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Dewi, Udiana Puspa, and Criscentia Jessica Setiadi. "Language Attitude and Language Choice in Bilingual Academic Learning Environment." Lingua Cultura 12, no. 4 (2018): 369. http://dx.doi.org/10.21512/lc.v12i4.4288.
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The objectives of this research were to observe the language attitude and factors determining language choice of English Department students of Bina Nusantara University. The observation carried out by exploring the motivation, language choice, and language practice of the English Department students. The data were collected through a questionnaire, which was designed to capture the students’ motivation in studying English, language choice, and practice. The result of this research shows that the English department students hold the positive attitude toward English, which are shown through the statement of the majority of the students who argue that English is an international language and offers more career opportunities. The two main factors determining the use of English are the role of the lectures and the English language exposure in the academic environment. This result is expected to provide a context to design an effective English learning process to encourage students in practicing the language.
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Palupi, Muji Endah, and Sri Arfani. "ENGLISH LEARNING USING NATURE-BASED LEARNING METHODS TO INCREASE STUDENT MOTIVATION." JELL (Journal of English Language and Literature) STIBA-IEC Jakarta 8, no. 02 (2023): 157–66. http://dx.doi.org/10.37110/jell.v8i02.184.
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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
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Amin, Ruhul. "Learning English Language in Home Environment: A Study." Angloamericanae Journal (AAJ) 3, no. 1 (2018): 39–50. http://dx.doi.org/10.58885/aaj.v3i1.39.ra.
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The study has been presented the role of home environment to learn English language particularly in Bangladesh. Parental as well as siblings role is very essential to grow the sense of learning and the learners can grow a great influence by it. Parents' as well as siblings' positive attitude, education and awareness according to individual requirements and needs are provided constant encouragement and support for the learners. Parents make the greatest difference to achievement through supporting their learning at home rather than supporting activities in school. A learner, whose family members are habituated to use English at home, feels encouraged to learn English which facilitates learning process. My findings, on the other hand, show that children of those parents who are ignorant of providing sound family atmosphere, lack confidence as well as self-esteem. This study also inspects the impact of home environment on children's achievement in English language. The findings reveal that there is a constant relationship between the role of family and students' academic achievement.
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Indriani, Lilia, Widya Ratna Kusumaningrum, and Rolisda Yosintha. "Challenges in English Writing within Blended Learning Environment." ELT Echo : The Journal of English Language Teaching in Foreign Language Context 6, no. 1 (2021): 1. http://dx.doi.org/10.24235/eltecho.v6i1.7480.
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Ranasinghe, R. S. P., A. H. M. Weerathunga, K. B. P. Kariyawasam, H. L. Premaratne, and K. P. Hewagamage. "Online Voice Based Learning Environment for English Language." International Journal for Digital Society 2, no. 1 (2011): 357–66. http://dx.doi.org/10.20533/ijds.2040.2570.2011.0043.
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Dolgova, Natalia, Julia Larionova, and Anastasia Shirokolobova. "Engineering Students English Teaching in E-Learning Environment." MATEC Web of Conferences 297 (2019): 06007. http://dx.doi.org/10.1051/matecconf/201929706007.
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The article deals with the e-learning environment at T.F. Gorbachev State Technical University. The authors describe their experience of English teaching in e-learning environment at non-linguistic university. The reason of e-learning integration into the engineering students teaching is to increase the efficiency and quality of education for bachelor, master and postgraduate degree students. English teaching and students’ independent work are based on blended learning principals because this model helps to achieve the required level of foreign language skills and learning quality. The method of English teaching in e-learning environment consists of three stages. The first stage is incorporation of blended learning principles and structure development of an e-course for technical English teaching; the second stage is the experimental model of the e-course design and its integration into educational process; and the third stage is development of principles to increase students’ motivation and forming their self-education skills. The paper gives the results of the experiment carried out at the foreign languages department of T.F. Gorbachev Kuzbass State Technical University since 2014 to 2019 academic years.
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Wang, Wen-Yen, and Yueh-Min Huang. "Interactive Syllable-Based English Vocabulary Learning in a Context-Aware Environment." Journal of Educational Computing Research 55, no. 2 (2016): 219–39. http://dx.doi.org/10.1177/0735633116663212.
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English is one of the most important second languages in nonnative English-speaking countries, where learning English usually begins in primary school. To this end, vocabulary learning is regarded as the most fundamental and crucial stage in developing the student’s English language capability. While some studies have explored strategies of vocabulary learning that exploit context-aware technologies, to the best our knowledge, little has been done to employ English syllabification as a learning strategy on a mobile device to help learners recognize English vocabulary in context-aware environments. In this study, we develop an interactive syllable-based English vocabulary l earning board (I SEE) on a tablet PC to incorporate context awareness to help Taiwan students learn new vocabulary. With the proposed strategy, English vocabulary is split into syllable units to help students improve their English language listening and speaking skills in a context-aware environment. Experimental results from an elementary school English course demonstrate that this innovative manner enhances the learning achievements and learning attitudes of students and promotes improved motivation.
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Kuo, Chin-Hwa, David Wible, Meng-Chang Chen, Li-Chun Sung, Nai-Lung Tsao, and Chia-Lin Chio. "The Design of an Intelligent Web-Based Interactive Language Learning System." Journal of Educational Computing Research 27, no. 3 (2002): 229–48. http://dx.doi.org/10.2190/xjve-x9jm-ul46-er0t.
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The design of an Intelligent Web-based Interactive Language Learning (IWiLL) system to support English learning on the Internet is described. We designed two kinds of learning environments: 1) an interactive English writing environment; and 2) an authentic conversation learning environment. These are intended to improve learners' basic language skills in listening, reading, speaking, and writing. In addition, the system also offers authoring tools that facilitate teachers' content preparation. The system not only provides multimedia learning environments for users, but also builds a learner corpus, an archive of English texts written by learners for whom English is a second language. Further analysis of the learner corpus creates the potential to detect the users' persistent errors and then to provide adequate help to the users. An important aspect of the system is the careful integration of the multimedia environments in ways that systematically enrich the learners exposure to and grasp of specific aspects of the target language. For example, particular targeted vocabulary items can be encountered in text as well as video. The system also is designed to track a variety of facets of each learner's interaction with the environment. This tracked data in turn supports spiraling of English material that the learner has encountered.
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Yang, Zuzhi, and Gengsheng Xiao. "An Investigation of the Relationship Between English Classroom Environment in Rural Junior Middle School and Students’ English Learning Boredom." International Journal of Education and Humanities 2, no. 3 (2022): 48–52. http://dx.doi.org/10.54097/ijeh.v2i3.343.
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Learning boredom is a negative sense of experience caused by students' lack of interest in learning. For rural junior high school students, English learning is often limited to English classroom. Although a consensus has been reached that the classroom environment has an impact on the process and outcome of second/foreign language learning, it’s still unclear how the classroom environment is related to the process of breeding negative emotions such as boredom among learners. Under such a circumstance, this study adopts a combination of quantitative and qualitative research methods, taking 480 students from rural junior high schools as subjects, using methods with a combination of questionnaire survey and interview to study the current situation and correlation between English classroom environment and English learning boredom in rural junior high schools. And the results show that rural junior high school students' overall perception of English classroom environment is at a high level and the overall English learning boredom among rural junior high school students is at a medium level. Also, there is a negative correlation between English classroom environment and English learning boredom. The English classroom environment has the function of negative prediction of boredom in students’ learning process.
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Fitria, Tira Nur. "Understanding the Educational Psychology and English Language Teaching: Insights for both EFL and Non-EFL Learners." JETLEE : Journal of English Language Teaching, Linguistics, and Literature 4, no. 1 (2024): 37–53. http://dx.doi.org/10.47766/jetlee.v4i1.1932.
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This library research describes the importance of understanding Educational Psychology and English Language Teaching (ELT) to EFL and non-EFL students. Educational psychology is a vital skill for educators to effectively teach students, as it helps them understand their personality, thinking patterns, learning readiness, motivation, emotional state, and difficulties in learning English such as reading, writing, listening, and speaking skills. English teachers can utilise this understanding to design the lesson plan, handle classroom management, and offer guidance and counselling for students. English teachers/lecturers should set learning objectives, choose appropriate strategies, and foster a positive learning environment. Thus, mastering educational psychology helps English language teachers and lecturers to overcome learning problems and foster a conducive environment in the classroom. Further, studying educational psychology offers numerous benefits for English teachers/lecturers and prospective English teachers/lecturers, such as understanding individual differences, creating conducive learning environments, choosing the right learning strategy, providing guidance, and motivating learners. They must be aware of their students' personalities and preferences to create effective learning. Equally significant, educational psychology contributes to curriculum design, the learning system, and assessment systems, helping English teachers/lecturers understand the unique needs and abilities of students and guide academic problems.
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Yan, Bihong, and Xiaoyan Yan. "Teaching model of English education in biomechanical environment." Molecular & Cellular Biomechanics 22, no. 1 (2025): 1001. https://doi.org/10.62617/mcb1001.
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Traditional English education research mainly focuses on the cultivation of language skills and cognitive levels, ignoring the impact of body movement and emotional expression on language learning. This single teaching model leads to a lack of interaction and participation among students in the learning process, fails to fully mobilize multi-sensory learning experiences, and affects the improvement of learning outcomes. To solve these problems, the principles of biomechanics are applied to English education, and it is proposed to promote language learning through body movement, body language, and posture. This paper constructs a new interdisciplinary teaching model, combines kinematics and sensory cognition, and designs a multi-sensory interactive teaching scenario. In addition, through personalized teaching support, personalized learning strategies are formulated according to students’ physical fitness and learning style, and a real-time feedback and evaluation mechanism is implemented to dynamically adjust teaching strategies and improve the adaptability and effectiveness of teaching. 120 intermediate English students are randomly divided into an experimental group and a control group, and a 16-week teaching practice is carried out. Significance analysis shows that the experimental group is significantly better than the control group in terms of learning effect, emotional feedback, individual difference adaptability, interactivity, and teaching adaptability (p < 0.001). The results show that the biomechanical teaching model effectively improves students’ participation, interactivity, language learning effects, and emotional attitudes, and provides a new teaching strategy for English education.
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Alshahrani, Nada. "Integration E-Learning Tools in Teaching and Learning English Language: Literature Review." Advances in Social Sciences Research Journal 10, no. 8 (2023): 396–99. http://dx.doi.org/10.14738/assrj.108.15458.
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This paper as a literature reviews, its primary goal is to examine the effect of the employment of E-Learning tools technology in teaching and learning English language. The English language play an important and crucial role in education environment. As a result, it is an essential for students to acquire a good understanding in education environment. Using traditional style in delivering information to learners might not assist and expand their English skills. Integration new technology in teaching and learning English language is a good technique that can help learners to acquire information quickly. Hence, this research the impact of the adoption of e-learning tools in teaching and learning English language. Also, this paper will provide some recommendations and suggestions for the future work.
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Sriwichai, Chuanpit. "Students’ Readiness and Problems in Learning English through Blended Learning Environment." Asian Journal of Education and Training 6, no. 1 (2020): 23–34. http://dx.doi.org/10.20448/journal.522.2020.61.23.34.
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Huang, Chenlu. "English Learning Anxiety and Motivation in an Online Learning Environment among Chinese Higher Vocational Students." Frontiers in Humanities and Social Sciences 3, no. 6 (2023): 17–24. http://dx.doi.org/10.54691/fhss.v3i6.5138.
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Amidst the ongoing COVID-19 global pandemic, self-distancing measures have proven effective in reducing infection rates. However, the need for uninterrupted learning has necessitated the utilization of technology. Educators and students have successfully adapted to this unprecedented situation, overcoming numerous obstacles to ensure the continuation of classes. This research seeks to investigate the occurrence of anxiety in online English learning and the level of motivation for learning English in online settings among higher vocational students in the northeastern region of China. The research involved 356 participants who were enrolled in a virtual English course amidst the global pandemic and actively engaged in a comprehensive questionnaire assessment serving as the primary research instrument. The findings revealed that (1) the respondents generally experienced anxiety in online English learning while displaying moderate motivation in acquiring English in an online environment, and (2) an evident and noteworthy positive correlation emerged between anxiety in online English learning as well as the level of motivation for English learning in virtual settings. These results are anticipated to lay a solid groundwork for subsequent investigations in the realm of learning online.
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Zumam, Wildona, Mohammad Amiruddin, and Nur Syakherul Habibi. "The Work of Informal Environment in Language Learning." Humanitatis : Journal of Language and Literature 9, no. 2 (2023): 271–84. http://dx.doi.org/10.30812/humanitatis.v9i2.2404.
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This study examines the work of informal environment in language learning. This study is an ex post facto research, employing quantitative approach. The students at English Department of Madura University are as parts of population in the current research. A sample is decided by using proportional stratified random sampling technique. The data are analyzed by simple regression technique. The result of the study shows that the work of informal environment in language learning is not particularly high, 0.43 (43%). The informal environment operates on students’ proficiency level in English. It enriches the students’ input to communicate in English as well as makes the input of students becoming intake. It implies that the teachers and members of academic society should assist students with natural communication in order to meaningful input for the students.
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Wang, Shu Hua. "Learner Autonomy in Multimedia Communication Environment." Applied Mechanics and Materials 519-520 (February 2014): 1675–78. http://dx.doi.org/10.4028/www.scientific.net/amm.519-520.1675.
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Multimedia and network are said to have provided college English learners with a more effective and facilitative autonomous learning platform. This paper examines the present problems in learner autonomy from the perspective of educational ecology and puts forward suggestions on how to enhance autonomous English learning in the multimedia communication environment on the basis of a small empirical survey.
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Ramzan, Muhammad, Zartashia Kynat Javaid, Abida Kareem, and Sidra Mobeen. "Amplifying Classroom Enjoyment and Cultivating Positive Learning Attitudes among ESL Learners." Pakistan Journal of Humanities and Social Sciences 11, no. 2 (2023): 2298–308. http://dx.doi.org/10.52131/pjhss.2023.1102.0522.
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This study investigates the relationship between classroom enjoyment and English as a second language, i.e., ESL students' attitudes towards learning English. The research aims to shed light on the extent of enjoyment experienced by ESL students in their learning environments and its impact on their attitudes towards learning English. A quantitative research design was employed, and data was collected through a questionnaire administered to ESL secondary school students in Multan. The findings of the study indicate that ESL students generally experience a moderate level of enjoyment in their ESL learning environments. This suggests that their learning environments are successful in fostering a sense of enjoyment. Furthermore, a significant relationship was found between classroom enjoyment and students' attitudes towards learning English, highlighting the importance of creating an enjoyable learning environment. The study emphasizes the role of learner-centered approaches, a supportive classroom environment, positive teacher-student relationships, and the integration of technology and authentic materials in promoting classroom enjoyment and positive learning attitudes among ESL students. These factors contribute to the creation of engaging and enjoyable learning experiences for ESL learners. The implications of this study are significant for educators and curriculum developers. By prioritizing classroom enjoyment and creating positive learning environments, educators can enhance students' attitudes towards learning English and promote their motivation and engagement. Incorporating learner-centered approaches, utilizing authentic materials, and fostering positive teacher-student relationships are effective strategies to cultivate enjoyment and positive learning attitudes among ESL students.
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Wahidah, Yuliana,. "Islamic Values in English Learning." JADEs Journal of Academia in English Education 2, no. 1 (2021): 1–16. http://dx.doi.org/10.32505/jades.v2i1.3217.
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The purposes of this study are to analyze how the English learning materials are provided by an English teacher and what moral values are contained in English learning materials to improve students’ interest in learning English. To achieve the purposes of this study, the researcher used qualitative approach with case study type by taking place at MAS Nurul fata and data collection techniques are observation and interview with an English teacher and four students at the tenth grade students of MAS Nurul Fata. The data analysis in this study used Miles and Huberman framework. The result of this research showed that the English learning materials provided by teacher to the tenth-grade students are narrative text, announcement text and expressing an invitation. The moral values are contained in narrative text material are morals toward Allah in the form resignation, patience and sincere. The moral values are contained in announcement text material are moral toward environment in the form always clean and beautify the environment. The moral value is contained in expressing an invitation is moral toward fellow humans in the form hospitality.
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Zhou, Yu Mei, and Wen Feng Song. "Related Problems Research on English Autonomous Learning in Networked Environment." Applied Mechanics and Materials 687-691 (November 2014): 2304–7. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2304.
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With the development and popularization of network technology, English autonomous learning in network environment has become an inevitable trend in the development of foreign language teaching. In this paper, studies the problems existed in the English autonomous learning under current network environment. Firstly, studies autonomous learning theory, including meta-cognitive theory, constructivist theory, humanistic theory and so on; then, designs the architecture of online learning platform composed by user layer, service layer, application layer, and data layers, and shows the functions of students users, teachers and administrators user; Finally, studies English autonomous learning strategies, including social affective strategies, cross-cultural communication strategies, questions assistance strategies and issues guide strategies. Results of this study play an important role for promoting English learning under network environment.
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Chunwen Yang, Rankun Cai, Wei Huang, et al. "Influence of Home Environment on Chinese Overseas Students’ English Learning." Forum for Linguistic Studies 6, no. 5 (2024): 913–24. http://dx.doi.org/10.30564/fls.v6i5.6817.
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As studying abroad is gaining popularity, language barriers become a significant issue for most Chinese overseas students. While extensive existing studies have revealed the significant role of diverse factors influencing English learning, such as instructional design, motivation and institutional support, less attention has been paid towards the unavoidable internal factor– Home Environment. Highlighting a significant gap in existing literature, this study aims to explore the influence of the home environment on Chinese overseas students' English learning in higher education institutions. Underpinned by the Bronfenbrenner’s Sociocultural Theory, this study adopted a qualitative phenomenological method, and used thematic analysis to analyze interview data collected through WeChat Voice Call. The novelty of this study lies in its specific focus on the home environment’s role in shaping Chinese overseas students’ English learning, offering fresh insights for parents, educators, and institutions. The present study finds that most respondents reported an early English learning experience and adopted various ways to learn English yet they still face challenges, and that family background, family support, family culture values play an indispensable role in shaping Chinese overseas students’ English learning. Findings of this study offers valuable insight into the broader discourse on enhancing English acquisition, ultimately contributing to the United Nations Sustainable Development Goals (SDG), especially SDG 4. Quality Education.
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Oktaviani, Ayu, Dewi Syafitri, and Sastika Seli. "Teacher’s Problem in Blended Learning for Secondary Environment." EDULIA: English Education, Linguistic and Art Journal 2, no. 1 (2021): 7–12. http://dx.doi.org/10.31539/edulia.v2i1.3093.
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The problem of the research was: “What are the teacher’s problem found in blended learning at SMAN 8 Muara Beliti?”. The objective of the research was to find out the teacher’s problem found in blended learning at SMA N 8 Muara Beliti. The sample of the research was an English Teacher at SMAN 8 Muara Beliti. The samples were taken through Purposive sampling. The researcher used descriptive qualitative research and the data were collected by interview, and documentation. A kind of interview used by the researcher was unstructured interview. Interview and documentation used to identify English teacher’s problem in teaching English when daring and luring process. The data found that, it was difficult to differentiate whether the students understand or not, teacher can nor handle the students efficiently, lost of signal, students left behind and etc.
 Keyword: Blended Learning, Secondary Environment, Teacher’s Problem,
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Pertama Sari, Angela Bayu, Erna Andriyanti, and Pratomo Widodo. "Authentic Learning Environment through Pen Pal for Writing Anxiety." XLinguae 17, no. 4 (2024): 262–83. http://dx.doi.org/10.18355/xl.2024.17.04.16.
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For English language learners, writing anxiety can be a significant hurdle that inhibits them from communicating effectively through written language. One potential solution for writing anxiety is establishing an authentic learning environment through online pen pal activity. This mixed method study aimed to investigate how an authentic learning environment through online pen pals by using slowly application contributed positively as the solution for EFL students’ writing anxiety. Ninety non-English major students were given a three-week learning assignment encompassing engagement with online pen pals who speak English. Their anxiety condition was observed by using quantitative descriptive analysis, and their written reflective responses were analyzed by using thematic analysis to identify how authentic learning through pen pal contributes positively to overcoming students’ writing anxiety. The finding clarifies that online pen pal activity through slowly-app successfully decreased students’ writing anxiety. Online pen pals via Slowly App enable students to establish friendships and build effective conversations with English speakers in joyful learning nuance. As a result, those experiences provide the students with more assurance, validate their English proficiency, and reduce their writing apprehension. This study implies that fostering a pleasurable atmosphere and a real-world learning environment might help students cope with their writing anxiety.
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Li, Lan. "Interactive and Collaborative Learning in Virtual English Classes." Journal of Cases on Information Technology 15, no. 4 (2013): 7–20. http://dx.doi.org/10.4018/jcit.2013100102.
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This paper reports the tactile learning experience with simulated 3D learning environments in an English Department at a Hong Kong university. With the belief that multimedia instruction and multimedia learning help the learner’s construction of knowledge (Mayer 2005, p.2), sections of Second Life were embedded into three separately taught English subjects. Various student activities were carefully designed, such as knowledge hunting, intercultural communication, peer assessment and assimilation of workplace tasks. In order to find out if students are motivated to use SL and if learning through a virtual environment is more effective than a traditional classroom or a 2D online environment, a questionnaire survey was conducted among the students. Student feedback was also retrieved from the reflective essays on the virtual learning activities. Positive feedback asserts that SL is an interesting, interactive and entertaining environment for both independent and collaborative learning. SL can be used for the placement of teaching materials, the demonstration of certain functions, initiating instant communication and enabling peer assessment in the learning process. The main difficulties according to the students are motivation, complications with technology and time consumption. On the whole, we regard Second Life as having future promise for facilitating linguistic development. However, usage of the platform requires substantial resource investment in order to ensure adequate design of interfaces and appropriate virtual activities for learning purposes.
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Randhawa, Bikkar S. "Structure of Learning Environment Variables under Two Instructional Conditions." Psychological Reports 66, no. 2 (1990): 531–38. http://dx.doi.org/10.2466/pr0.1990.66.2.531.
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The present study investigated the congruence between the factor structures of the learning environment and cognitive variables for mathematics and English courses in Grade 10. Three common factors were obtained in each course. Procedural characteristics and cognitive factors in mathematics were highly similar to the corresponding factors in English. However, the formative characteristics factor identified in mathematics was not congruent to the corresponding factor in English. Learning environment variables produced two factors. These factors resembled the congruent factor properties for the two courses when the learning environment and cognitive variables were factor analyzed together. Implications for learning and instructional research are mentioned.
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Pokhrel, Vidhya. "Teaching and Learning English in a ‘Non-textbook’ Environment." Journal of NELTA 26, no. 1-2 (2021): 107–19. http://dx.doi.org/10.3126/nelta.v26i1-2.45199.
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This research paper aims at exploring the non-textbook environment in English classrooms. This study has portrayed the limitations of textbooks highlighting the effectiveness in learners’ achievements when teaching English in a non-textbook environment. With an ethnographic inquiry, the study reflects the author’s experience of being in the non-textbook environment through the portrayal of her subjectivity. The methods to collect data were participant/field observation and interview. The exploration of students’ learning while in the non-textbook environment has been depicted in the paper. Overall, the paper anticipated to extend the mindfulness upon the teachers who can think of including activities in an English language classroom without textbooks.
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Moiseeva, L., D. Assanova, and D. Shalbayeva. "The role of learning environment in teaching English in the context of inclusive education." Bulletin of the Karaganda University. Pedagogy series 99, no. 3 (2020): 54–61. http://dx.doi.org/10.31489/2020ped3/54-61.
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The article discusses the basic principles of inclusive education in a comprehensive school for students with special educational needs at the English lesson from the perspective of their application in the educational process. The concept of «inclusive education» and its significant difference from the «integrated education», pointing to the availability/non-availability of the learning environment adaptation to students with special educational needs, have been studied as well. The application of the learning environment theory when teaching English within the inclusive education and its main components have also been examined. The study reveals English teachers’ basic needs for creating learning environment teaching techniques in the context of the inclusive education. It also defines the concept «learning environment» and its main components. The study results conducted to define the availability/non-availability of a barrier-free learning environment, in particular, in English classrooms for implementing the inclusive education principles, have been shown and analyzed. The ways to create learning environment at the English lessons, promoting a respectful assistance to disabled students when learning English, have been studied. The group training and other teaching methods, promoting the development of disabled students’ communicative and other skills while interacting with classmates in English classes, are given
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Prasetya, Rizky Eka. "The Characteristics of Instructional Systematic Design English Online Teaching Environment." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 8, no. 2 (2021): 109. http://dx.doi.org/10.33394/jo-elt.v8i2.3994.
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The English online learning instructional model became contingent upon organised and guided learning practices by competent English lecturers as instructors in the online situation. There are a few concepts applied to the English instructional online pedagogy for Higher Education and Universities. The purposes of the examinations are to classify the relevance of online instructional learning to conform to English learning and present current or unexpected instructional design into the English online environment. The study employed a convergent parallel design method. This method of choice had depth-analysing and performing parallel analyses, which are considered alternative evidence for discussing the components of the online instructional model. The examination consisted of 52 English lecturers from various Higher Education and Universities. The survey questionnaires were addressed to participants, and interview strategies were identified to collect a distinctive angle and dept-involvement on the English online instructional. Findings of the study have revealed that English lecturers considered learner-centered intended course as very important for their teaching concept while emphasising real-world performance as important for the online environment material. Collaborative approach and concentrate on reliably and validly assessed outcomes become the second phase importance in the online instructional model. Interview protocols thematic analysis exposed that English lecturers should support and organise their particular English online instructional online environment. The general characterised adapted to engage in English online instructional online-based. The condition is because of English lecturers empathising with the appropriate material, approach to the learners’ flexibility, and individual accomplishment in every topic.
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Heejung Jung. "A new paradigm of English learning: Comparative analysis of English learners’ behaviors among face-to-face, e-learning, and smart English learning environment." English Language Teaching 26, no. 1 (2014): 241–58. http://dx.doi.org/10.17936/pkelt.2014.26.1.012.
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Chen, Xiao Hua. "The Research on English Autonomous Learning Monitoring Theory and Application in the Network Environment." Applied Mechanics and Materials 644-650 (September 2014): 6079–82. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.6079.
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Starting from the late 20th century, with the development of computer technology and the widespread application of the Internet, human has stepped into the age marked by digital and global network of the information. Network has been used widely, becoming increasingly prevalent in network communication, network language and network culture emerged, while the network English learning arises at the historic moment.The use of English as an international language, it has become an unprecedented prosperity. However, restricted to school classroom English learning or training institutions has been unable to meet people's needs, English autonomous learning outside the classroom eagerly on the agenda. Network creates the English autonomous learning is the most important virtual places, it focus on a large number of rich resources, which can stimulate the learning interest, and suitable for collaborative learning, and to larger extent realize the personalized learning, effectively promote English autonomous learning.
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Ren, Yuandai. "The Influence of Different English Learning Motivation on Chinese Students' English Learning." Communications in Humanities Research 33, no. 1 (2024): 74–81. http://dx.doi.org/10.54254/2753-7064/33/20240052.
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English has become the most significant tool for communication around the world; thus, English learning is essential in many countries. China also considers English as one of the compulsory subjects in the examination and account for the large proportion in the college entrance examination. This research studies how Chinese students learning is influenced by different motivations analyzed by the quantitative and qualitative methods. This research which involved fifty students who come from different universities demonstrates that the crucial impact of motivations on Chinese students learning activities and strategies, emphasizing the essential meaning of learning motivations in promoting effective teaching and studying to figure out which motivation is the most significant for various students who come from different background when studying this language. This research also aims to provide valuable insights to educators and tend to encourage further researches that relates to the language environment and students learning motivations in China or even in the world.
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Harahap, Prisca Apriana, Hanifah Khairunisa, Shifa Ananda, and Tri Wintolo Apoko. "Investigating EFL Students’ Environment Analysis on English Speaking Competencies at Senior High School." English Education:Journal of English Teaching and Research 9, no. 1 (2024): 31–40. http://dx.doi.org/10.29407/jetar.v9i1.21725.
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English speaking is one skill or competence of English that should be owned by EFL students in the era of 21stcentury. Thus, each EFL student needs to achieve the abilities of oral communication in English better. However, teachers of English often neglect the students’ constraints in learning English. Not many studies are discussing about environment analysis on English speaking competencies. This study aims to analyze EFL students’ environment on English speaking in senior high schools. This current study employed a qualitative design to capture the students’ responses on learning environments. The participants of this study were four students of senior high school level in state and private schools in Jakarta and Depok, West Java, Indonesia. The results showed that EFL students’ interest, motivation, time, and their classroom significantly could impact their English-speaking ability. Thus, this study recommends that teachers of English should motivate the students to learn English better and accommodate them with comfortable classroom.
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Salsabila Lahji. "Improving English Learning Motivation With the English App Duolingo." Morfologi: Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya 2, no. 5 (2024): 194–203. http://dx.doi.org/10.61132/morfologi.v2i5.947.
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This qualitative study investigates the effectiveness of the Duolingo English app in enhancing English learning motivation among 11th-grade students at SMK Negeri 1 Sawan. Motivation in language learning is a critical factor influencing proficiency and engagement. Utilizing semi-structured interviews and participant observation, this research explores how the app influences students' intrinsic and extrinsic motivation levels. Findings reveal that DuoLingo positively impacts motivation through its interactive features and gamified learning approach, fostering a more engaging and enjoyable learning environment. Educational implications and recommendations for integrating such technology into language classrooms are discussed.
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Prasetya, Rizky Eka, and Didik Hariyadi Raharjo. "Exploration Of Demotivating Factors in English Language Learning Moodle-Based: Comparison Online and Hybrid Learning." English Education: Jurnal Tadris Bahasa Inggris 16, no. 1 (2023): 175–96. http://dx.doi.org/10.24042/ee-jtbi.v16i1.15872.
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This study examines demotivating factors in Moodle-based online and hybrid English language learning environments and proposes strategies to overcome them. A mixed-methods approach combining a cross-sectional survey and qualitative interviews was used. A modified Likert-scale questionnaire assessed demotivation and attitude, while e-interviews were conducted with 30 randomly chosen volunteer students in three group sessions to gain insights into their perceptions. Quantitative findings indicate that online learning exhibits higher demotivation levels compared to hybrid learning for English language acquisition. Half of the participants reported feeling somewhat demotivated, while the other half showed solid or low willingness to study English as a foreign language. Qualitative analysis revealed unsuccessful online learning experiences, challenges in the online class environment, inadequate course materials, and lack of interest as significant demotivating factors impacting student engagement in Moodle-based online learning. To enhance online and hybrid course design, English lecturers should address these demotivating factors and incorporate activities that promote learner motivation and proficiency development. This more concise version provides an overview of the study's focus, methods used, and key findings related to demotivating factors in Moodle-based online and hybrid English language learning environments