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Journal articles on the topic 'ESL learner'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Prihantoro, Satrio, Rahma Widyana, and Ezra Putranda Setiawan. "LEARNER MOTIVATION IN ESL LEARNING STRATEGIES AND GENDER ROLE." LLT Journal: A Journal on Language and Language Teaching 21, no. 1 (2018): 1–10. http://dx.doi.org/10.24071/llt.v21i1.825.

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AbstractLanguage learning strategy is one of the main factors that help determine how well our students learn a second or foreign language (Oxford, 2003). Research has shown that more effective language learners use more and better learning strategies than poorer language learners (Rubin, 1975; Stern, 1975). This research investigates the difference in ESL learning strategies used by students with different levels of ESL learner motivation and how gender plays a role in both. Strategy Inventory of Language Learning (SILL; Oxford, 1990) and English Language Learner Motivation Scale (ELLMS; Arda

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Hossain, Kazi Imran, Md Kawser Ahmed, and Md Sabid Mahmud. "A Comprehensive Review on the Impact of Teacher Feedback in Language Development for ESL/EFL Learners." IUBAT Review 7, no. 1 (2024): 218–29. http://dx.doi.org/10.3329/iubatr.v7i1.74421.

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This comprehensive review investigates the multifaceted impact of teacher feedback on English as a Second/Foreign Language (ESL/EFL) learners' language development. The paper examines feedback modalities, including written, verbal, and technological approaches, and recommends a multimodal strategy to accommodate diverse learner preferences. The challenges in providing feedback, such as balancing corrective and affirming feedback and individualising responses in large classes, are discussed. Future recommendations include using technology to provide scalable and personalised feedback, encouragi

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Sarkawi, Suhana, Shanina Sharatol Ahmad Shah, Fatiha Senom, and Azmawaty Mohamad Nor. "TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY." Journal of Nusantara Studies (JONUS) 4, no. 2 (2019): 282–301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301.

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This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descripti

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Ramalingam, Sangeeth, Melor Md Yunus, and Harwati Hashim. "Exploring ESL Students' Qualitative Insights on Learner-to-Learner Interaction in Blended Environment." 15TH GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES ON 14 - 15 SEPTEMBER 2023, NOVOTEL BANGKOK PLATINUM PRATUNAM, THAILAND 15, no. 1 (2023): 114. http://dx.doi.org/10.35609/gcbssproceeding.2023.1(114).

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Sustainable Development Goal 4 aims to achieve good quality education and in order to achieve SDG 4, it is very crucial for English as Second Language tertiary learners to have strong English language competency. Verbal communication ability is highly related to English language competency. Learners must possess effective verbal communication skills in order to acquire good employment and carry out their job duties effectively at workplaces (Sathiyaperba et al., 2021). However, lack of verbal communication particularly less interaction between the learners has become a grave concern (Fariza Pu

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Ali, Aziza M., and Abu Bakar Razali. "A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners." English Language Teaching 12, no. 6 (2019): 94. http://dx.doi.org/10.5539/elt.v12n6p94.

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Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review o

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Shurovi, Marzia, Mohamad Fadhili Yahaya, Hafizah Hajimia, and Md Kamrul Hasan. "A Systematic Literature Review of ESL/EFL Learning Strategies and Learner Motivation." International Journal of Learning, Teaching and Educational Research 24, no. 1 (2025): 252–77. https://doi.org/10.26803/ijlter.24.1.13.

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While language learning strategies of English as a second language or English as a foreign language learners were reportedly linked to learners’ motivational beliefs by many theorists and researchers, systematic reviews of how language learning strategies were studied in association with learner motivation in the previous decades were scarce. Therefore, this review paper analysed research trends in language learning strategies in relation to learner motivation from 1960 to 2023. Employing a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Protocol, this paper selecte

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Modeer Ismail, Dr Aiman Yousif. "Writing challenges." International Journal of Advanced Multidisciplinary Research and Studies 5, no. 1 (2025): 195–207. https://doi.org/10.62225/2583049x.2025.5.1.3638.

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Writing Skill is one of the four Pillars that design and construct the root base of language learning and acquisition, through time, ESL learners neglect to follow the right bath towards achieving writing well. Also, according to life pressures instructors' individual differences follow old procedures and methodologies to deliver the information, moreover recent courses designed to spread knowledge slightly not deeply. Writing requires a systematic, multi-step approach tailored to each individual ESL learner. The first crucial step is to assess the ESL learner's current level of proficiency an

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Begum, Jahanara. "LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES." International Journal of Language Education 1, no. 1 (2019): 12. http://dx.doi.org/10.26858/ijole.v1i1.6397.

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Abstract: In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teach

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Gries, Stefan Th, and Sandra C. Deshors. "EFL and/vs. ESL?" International Journal of Learner Corpus Research 1, no. 1 (2015): 130–59. http://dx.doi.org/10.1075/ijlcr.1.1.05gri.

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The study of learner language and that of indigenized varieties are growing areas of English-language corpus-linguistic research, which are shaped by two current trends: First, the recognition that more rigorous methodological approaches are urgently needed (with few exceptions, existing work is based on over-/under-use frequency counts that fail to unveil complex non-native linguistic patterns); second, the collective effort to bridge an existing “paradigm gap” (Sridhar & Sridhar 1986) between EFL and ESL research. This paper contributes to these developments by offering a multifactorial

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Tahir, Arslan, and Adnan Tahir. "AI-driven Advancements in ESL Learner Autonomy: Investigating Student Attitudes Towards Virtual Assistant Usability." Linguistic Forum - A Journal of Linguistics 5, no. 2 (2025): 50–56. https://doi.org/10.5281/zenodo.14776953.

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This research examines the impact of advanced machine learning-powered Virtual Assistants on promoting learner autonomy in English as a Second Language (ESL) education. It aims to assess the usability of Virtual Assistants like Alexa and uncover the challenges and opportunities associated with their integration into ESL learning environments. Employing a mixed-methods approach, this study evaluates the effectiveness of AI in enhancing ESL learner autonomy at the school level and compares AI-based learning with traditional classroom methods for ESL students aged 10 to 18. Data collection method

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Cheng, Chang. "An Exploration of L1-Based Learning Strategies in Second Language Grammar Learning by Interviewing an EFL Learner." Region - Educational Research and Reviews 4, no. 3 (2022): 15. http://dx.doi.org/10.32629/rerr.v4i3.998.

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English as a foreign language (EFL) or English as a second language (ESL) is necessary for learners as it is essential for effective and efficient communication. In this sense, it is significant for EFL/ESL learners to adopt effective language learning strategies (LLS) to develop their grammatical knowledge and facilitate their grammar learning. This study aims to investigate the use of L1 as LLS in English grammar learning by a Chinese EFL learner. This study first focuses on the theoretical framework of LLS. Then, important findings will be discussed with literature support. Similarities and

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Edwards, Alison, and Samantha Laporte. "Outer and expanding circle Englishes." English World-Wide 36, no. 2 (2015): 135–69. http://dx.doi.org/10.1075/eww.36.2.01edw.

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The classification of English as a native (ENL), second (ESL) and foreign (EFL) language is traditionally mapped onto Kachru’s (1985) Inner, Outer and Expanding circles, respectively. This paper addresses the divide upheld between these different varietal types. We explore the preposition into using comparable corpora for all three varietal types: the International Corpus of English (ICE) for Inner and Outer Circle varieties, and a comparable Corpus of Dutch English to represent the Expanding Circle. Our results show that the least institutionalised varieties (Hong Kong and Dutch English) are

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Ahmad, Hamdi, and Robert McColl Millar. "REVIEWING DIFINTIONAL AMBIGUITIES AND SIGNIFICANCE OF TEXT AUTHENTICITY IN ENGLISH LANGUAGE TEACHING." Humanities & Social Sciences Reviews 8, no. 4 (2020): 01–09. http://dx.doi.org/10.18510/hssr.2020.841.

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Purpose of the study: The premise of this paper is to define and address the ambiguities surrounding the concept of text authenticity in the field of English Language Teaching (ELT). Methodology: It represents a critical review of a series of research studies aimed at defining the concept of text authenticity and investigating the effect of text authenticity on ESL/EFL learners’ individual differences, namely ESL/EFL learner motivation and communicative competence. However, wherever possible, for the purpose of maintaining criticality, data associated with pedagogic/contrived materials a

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Yarquah, Frederick Cecil. "Examining the Learning Engagement of ESL Learners with Native ESL Teaching Instructions, Focusing on Behavioral, Affective, and Cognitive Aspects." International Journal of Education (IJE) 12, no. 2 (2024): 21–36. http://dx.doi.org/10.5121/ije.2024.12203.

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Student engagement is vital in ESL education, with various pedagogical approaches emphasizing its importance. This research reviews literature on learner engagement in ESL and EFL classrooms, while also collecting data on students' attitudes towards native and non-native ESL teachers. The study aims to examine three types of teaching-learning engagements and explore learners' responses to instructions from native ESL teachers. A purposive sampling method was employed, selecting 41 participants consisting of 24 first-year and 17 second-year students. A survey research design utilizing a nonexpe

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Javaid, Ayesha, Arhsad Ali Khan, and Hafiz Syed Muhammad Yasir. "Translanguaging as a Pedagogical Tool for Enhancing Intercultural Communication in ESL Learners." Qlantic Journal of Social Sciences and Humanities 6, no. 1 (2025): 1–11. https://doi.org/10.55737/qjssh.vi-i.25283.

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This study investigates the role of translanguaging in enhancing intercultural communication among ESL learners when it is applied as a pedagogical tool. Translanguaging allows the learner to explore their linguistic repertoire to generate the meaning in language as it refers to using multiple languages in an environment where the learning process is dynamic. This study helps acknowledge the significance of translanguaging in bridging the gap between language and cultural diversity among ESL learners. The research opts for the quantitative method to design the sampling and analysis of this top

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Javaid, Ayesha, Arhsad Ali Khan, and Hafiz Syed Muhammad Yasir. "Translanguaging as a Pedagogical Tool for Enhancing Intercultural Communication in ESL Learners." Qlantic Journal of Social Sciences and Humanities 6, no. 1 (2025): 1–11. https://doi.org/10.55737/qjssh.vi-i.25283.

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<em>This study investigates the role of translanguaging in enhancing intercultural communication among ESL learners when it is applied as a pedagogical tool. Translanguaging allows the learner to explore their linguistic repertoire to generate the meaning in language as it refers to using multiple languages in an environment where the learning process is dynamic. This study helps acknowledge the significance of translanguaging in bridging the gap between language and cultural diversity among ESL learners. The research opts for the quantitative method to design the sampling and analysis of this

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Rautionaho, Paula, Sandra C. Deshors, and Lea Meriläinen. "Revisiting the ENL-ESL-EFL continuum: A multifactorial approach to grammatical aspect in spoken Englishes." ICAME Journal 42, no. 1 (2018): 41–78. http://dx.doi.org/10.1515/icame-2018-0004.

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AbstractThis study focuses on the progressive vs. non-progressive alternation to revisit the debate on the ENL-ESL-EFL continuum (i.e. whether native (ENL) and nonnative (ESL/EFL) Englishes are dichotomous types of English or form a gradient continuum). While progressive marking is traditionally studied independently of its unmarked counterpart, we examine (i) how the grammatical contexts of both constructions systematically affect speakers’ constructional choices in ENL (American, British), ESL (Indian, Nigerian and Singaporean) and EFL (Finnish, French and Polish learner Englishes) and (ii)

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Mandokhail, Shugla, Fouzia Rehman Khan, and Mehwish Malghani. "Impact of ESL Learners’ Self-Esteem on Their Oral Proficiency." International Journal of English Linguistics 8, no. 3 (2018): 210. http://dx.doi.org/10.5539/ijel.v8n3p210.

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This study attempted to investigate the relationship between ESL learners’ Oral proficiency and their level of Self-esteem. The sample consisted of 30 students of Master studying English language at SBK Women’s University Quetta Baluchistan. The data were gathered through two instruments: Rubric for ESL Oral Proficiency along with voice recording and the Rosenberg (1965) Self-esteem Scale. The technique applied was non participant controlled observation. To determine the relationship between ESL learners’ Oral proficiency and their level of Self-esteem, correlational analysis was employed quan

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Schneider, Gerold, and Gaëtanelle Gilquin. "Detecting innovations in a parsed corpus of learner English." Linguistic Innovations 2, no. 2 (2016): 177–204. http://dx.doi.org/10.1075/ijlcr.2.2.03sch.

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In research on L2 English, recent corpus-based studies indicate that some non-standard forms are shared by indigenized (ESL) and foreign (EFL) varieties of English, which challenges the idea of a clear dichotomy between innovation and error. We present a data-driven large-scale method to detect innovations, test it on verb + preposition structures (including phrasal verbs) and adjective + preposition structures, and describe similarities and differences between EFL and ESL. We use a dependency-parsed version of the International Corpus of Learner English to automatically extract potential inno

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Gries, Stefan Th, and Stefanie Wulff. "The genitive alternation in Chinese and German ESL learners." International Journal of Corpus Linguistics 18, no. 3 (2013): 327–56. http://dx.doi.org/10.1075/ijcl.18.3.04gri.

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This paper exemplifies an approach to learner corpus data that adopts a multifactorial definition of ‘context’. We apply a logistic regression to 2,986 attestations of genitive alternation (the squirrel’s nest vs. the nest of the squirrel) from the Chinese and German sub-sections of the International Corpus of Learner English and the British component of the International Corpus of English that were coded for 12 factors. Importantly, the speakers’ L1 was included as a predictor to be able to compare properly the native speakers with the learners as well as the two learner groups with each othe

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Wilhelm, Kim Hughes. "Combined Assessment Model for EAP Writing Workshop: Portfolio Decision-Making, Criterion-Referenced Grading, and Contract Negotiation." TESL Canada Journal 14, no. 1 (1996): 21. http://dx.doi.org/10.18806/tesl.v14i1.675.

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An assessment model that combines portfolio decision-making with criterion-referenced grading is described as applied in an EAP (English for Academic Purposes) pre-university ESL writing program. In this model, portfolio decision-making is combined with criterion-referenced assessment. The portfolio concept is valuable in that learners are encouraged to "own" and to make decisions about their work. At the same time, criterion-referenced assessment allows teachers to set meaningful, consistent standards while encouraging learner self- and peer assessment. Learner involvement may be further enco

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Kennedy, Sara. "Corrective Feedback for Learners of Varied Proficiency Levels: A Teacher’s Choices." TESL Canada Journal 27, no. 2 (2010): 31. http://dx.doi.org/10.18806/tesl.v27i2.1054.

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This study investigates how one English-as-a-second-language (ESL) teacher provided corrective feedback to 15 child ESL learners that the teacher had divided into two groups based on proficiency level. Classroom data in transcripts from the CHILDES database were analyzed for type of learner errors, type of teacher feedback, and rate of learner uptake (attempts at correction) and repair (correction). Results showed differences in the types of errors produced by each proficiency group and in the type of feedback the teacher provided to each proficiency group, demonstrating provision of finely tu

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Jamila, Mariam, and Ainol Madziah Zubairi. "A Systematic Review of Autonomous Learning in ESL/EFL in Bangladesh: A Road to Discovery Era (2009-2022)." English Language Teaching 15, no. 4 (2022): 47. http://dx.doi.org/10.5539/elt.v15n4p47.

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Learner autonomy has been a major focus of educational researchers in Bangladesh for more than a decade now. Studies in this area have generated significant themes in ESL/EFL pedagogy in Bangladesh, particularly during the last ten years or so, and the prospect looks promising. This article reviews the research pertaining to learner autonomy in Bangladesh during the years 2009-2022. The review revealed that studies related to learner autonomy in Bangladesh tend to focus on how autonomy facilitates English language teaching, examining teachers&rsquo; and learners&rsquo; attitudes, perce

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Ghaith, Ghazi M., and Kassim A. Shaaban. "Cooperative Learning for the Disaffected ESL/EFL Learner." International Journal on School Disaffection 3, no. 2 (2005): 44–47. http://dx.doi.org/10.18546/ijsd.03.2.09.

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Deshors, Sandra C. "A case for a unified treatment of EFL and ESL." English World-Wide 35, no. 3 (2014): 277–305. http://dx.doi.org/10.1075/eww.35.3.02des.

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This multifactorial corpus-based study focuses on dative alternation constructions (Mark gave his daughter a gift versus Mark gave a gift to his daughter) and contrasts 1,313 give occurrences in ditransitive and prepositional dative constructions across native, learner (EFL) and world (ESL) Englishes. Using cluster analysis and regression modeling, I analyze how grammatical contexts constrain syntactic choices in EFL and ESL and how speakers with different instructional backgrounds develop different variation patterns in their own English variety. The regression model reveals that the English

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Krish, Pramela, Supyan Hussin, and Nackeeran Sivapuniam. "Learner Diversity among ESL Learners in the Online Forum." Procedia - Social and Behavioral Sciences 7 (2010): 92–96. http://dx.doi.org/10.1016/j.sbspro.2010.10.014.

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Li, Qi. "Changes in the Motivation of Chinese ESL Learners: A Qualitative Investigation." English Language Teaching 10, no. 1 (2016): 112. http://dx.doi.org/10.5539/elt.v10n1p112.

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This article reports on a case study that investigated changes in the motivation of Chinese ESL learners over a three month period of residence in an English-speaking environment. The participants consisted of 11 Chinese ESL learners, who were tertiary students and taking general or academic English courses in New Zealand. They took part in the present research shortly after their arrival in New Zealand. Data were collected over a period of three months using qualitative data collection instruments such as learner diaries and individual interviews. The results revealed some dynamic changes in

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Ahmed, Md Kawser, and Kazi Imran Hossain Hossain. "Nurturing Learner Autonomy to Enhance Motivation and Academic Achievement for the L2 Learners in ESL Contexts." IUBAT Review 7, no. 2 (2024): 176–96. https://doi.org/10.3329/iubatr.v7i2.78809.

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This This review explores the pivotal role of nurturing learner autonomy in enhancing motivation and academic achievement in English as a Second Language (ESL) contexts. It examines the multifaceted construct of learner autonomy, including self-regulation, metacognitive strategies, and self-directed learning. The review investigates how promoting learner autonomy can positively influence intrinsic motivation, self-efficacy, and persistence, which are essential for successful language learning. It scrutinizes instructional practices, learning environments, and pedagogical interventions that fos

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Davison, Chris, and Penny McKay. "Counting and dis-counting learner group variation." Journal of Asian Pacific Communication 12, no. 1 (2002): 77–94. http://dx.doi.org/10.1075/japc.12.1.06dav.

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Australia is a multilingual multicultural country with an impressive record of educational provision for students from language other than English (LOTE) backgrounds. The recent widespread development of common standards and benchmarks in English language and literacy in schools can be seen as a valuable component of this provision. However, care needs to be taken to avoid projecting a false picture of linguistic homogeneity by ignoring variation between English-speaking background (ESB) and English as a Second Language (ESL) learner groups. This paper demonstrates how the recent introduction

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Mirzayev, Elchin. "The Influence of First Language Interference on ESL Writing Skills." EuroGlobal Journal of Linguistics and Language Education 1, no. 1 (2024): 32–37. http://dx.doi.org/10.69760/ds5gc908.

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First language (L1) interference plays a critical role in shaping the writing skills of English as a Second Language (ESL) learners. This article explores the influence of L1 interference on grammar, vocabulary, and discourse structure, highlighting how negative transfer from learners’ native languages affects their writing in English. By analyzing case studies of Arabic- and Chinese-speaking ESL learners, the article demonstrates common errors stemming from L1 interference and provides practical strategies for addressing these challenges in the classroom. The importance of raising learner awa

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Ziyoda Pulatova. "BLENDED LEARNING: COMBINING TRADITIONAL AND DIGITAL TOOLS IN ESL TEACHING." Innovation Science and Technology 1, no. 2 (2025): 69–75. https://doi.org/10.55439/ist/vol1_iss2/45.

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This study analyzes the eﬀectiveness of blended learning approaches in ESL teaching using regression analysis,correlation methods, and statistical modeling. It also aims to develop a comprehensive assessment method to identify keyfactors inﬂuencing learning outcomes. A mixed-methods approach, integrating both quantitative and qualitative data, wasemployed to compute a learning efciency metric, classifying learners into distinct profciency levels.Critical variables teaching tools, learner engagement, and technological integration were examined, alongside variationsin the sustainability of learn

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Saad, Sharina, Nor Asni Syahriza Abu Hassan, Hartini Abdul Rahman, and Mazura Mat Din. "Unlocking Language Potential: Empowering Esl Learners Through Poetry-Based Activities." International Journal of Research and Innovation in Social Science VIII, no. IX (2024): 3821–37. http://dx.doi.org/10.47772/ijriss.2024.8090318.

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This study investigates the role of poetry-based activities in empowering English as a Second Language (ESL) learners, focusing on their motivation, autonomy, linguistic competence, and creative expression. The problem addressed is the insufficient engagement and effectiveness of traditional language instruction, which often fails to foster deeper linguistic and creative skills. The study aims to examine how integrating poetry into ESL education can promote learner-centered learning and improve language proficiency. A quantitative research design was employed, utilizing a questionnaire to gath

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Zarrabi, Fatemeh. "How Explicit Listening Strategy Instruction Affects Listening Comprehension of Different Learners." Journal of Language Teaching and Research 8, no. 4 (2017): 655. http://dx.doi.org/10.17507/jltr.0804.03.

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Listening has been a growing interest of EFL/ESL researchers and teachers in the last 50 years because the majority of learners view listening as one of the most problematic skills. Recently, there have been discussions on teaching listening with the emphasis on strategy instruction for better achievement in listening comprehension. Hence, the researcher designed this quantitative study to help learners overcome their problem. The aim of this experimental research is to investigate whether explicit instruction of listening strategies s listening skill of different learner types. The study was

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Taguchi, Naoko. "THE ROLE OF LEARNING ENVIRONMENT IN THE DEVELOPMENT OF PRAGMATIC COMPREHENSION." Studies in Second Language Acquisition 30, no. 4 (2008): 423–52. http://dx.doi.org/10.1017/s0272263108080716.

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This study examines the role of environment in the development of pragmatic comprehension. It tracks two groups of Japanese students of English: 60 students in a college in Japan (English as a foreign language [EFL] learners) and 57 students in a college in the United States (English as a second language [ESL] learners). The learners completed a computerized listening task that measured their ability to comprehend two types of implied meaning: indirect refusals (k= 24) and indirect opinions (k= 24). The task was given to each group twice, before and after the students received approximately 12

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Rana, Muhammad Saleem, Muhammad Irfan Rai, Muhammad Zubair, and Noor Muzammil. "Role of Self-Efficacy in Learning English as a Second language: A Comparative Study among ESL Learners in Pakistan." Journal of English Language and Literature 12, no. 1 (2019): 1163–67. http://dx.doi.org/10.17722/jell.v12i1.419.

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 This article looks into the competence of second language acquisition investigating that how a language learner does learn English as a second language effectively by using his own abilities.Many studies have examined the function of Self-Efficacy in academic achievement, though as Pajares (2000) mentioned the relation of language achievement and Self-Efficacy has not been studied well and there has been small research in this regard. This made the researcher to investigate the relationship between Pakpattan ESL learners' language achievements and their Self-Efficacy. It also stud

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Atkinson, Michael. "Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity." Literacy and Numeracy Studies 22, no. 1 (2014): 3–20. http://dx.doi.org/10.5130/lns.v22i1.4176.

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Adult ESL programs in the Australian context are heavily influenced by neo-liberal notions of functional literacy and numeracy. This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on

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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 E

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Mugadza, Joel, Osias Kit T. Kilag, Jr. Santiago B. Hubahib, Jr. Marlon T. Villaver, Pastor Ali C. Najarro, and Lorlaine R. Dacanay. "Shifting Paradigms in Language Education: Assessing the Role of Flipped Learning in High School EFL/ESL Instruction." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 5 (2024): 1–6. https://doi.org/10.5281/zenodo.11099480.

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Abstract: Flipped learning has emerged as a transformative pedagogical approach with the potential to enhance educational outcomes across various disciplines, including English as a foreign or second language (EFL/ESL). This systematic review explores the implementation of flipped learning in high school education, focusing specifically on its impact on EFL/ESL instruction. The review synthesizes findings from existing literature to elucidate the benefits, challenges, and implications of flipped learning in EFL/ESL contexts. Key findings highlight the positive effects of flipped learning on st

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Mohamamd Hamed Adam. "Autonomy in acquisition: Exploring the transformative effects of self-error correction on ESL learners’ proficiency and motivation." International Journal of Science and Research Archive 13, no. 2 (2024): 1043–45. http://dx.doi.org/10.30574/ijsra.2024.13.2.2140.

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This study explores the transformative effects of self-error correction on language proficiency and motivation among ESL college students. The research investigates how self-directed error handling influences ESL learners' linguistic development and engagement in learning activities through a mixed-methods approach involving surveys and interviews. Preliminary findings indicate significant enhancements in language skills and motivational levels, substantiating the role of self-correction in promoting educational outcomes and learner independence.

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Woldemariam, Adanech Zemede. "Selection and Evaluation of Podcasts in Teaching Listening Comprehension." Journal of the faculty of Education 1, no. 17 (2023): 122–32. http://dx.doi.org/10.60037/edu.v1i17.1186.

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Listening is a core skill for the learners in English as a second/foreign language (EFL/ESL) contexts, and that needs to be improved through practice. However, EFL/ESL learners listen to their English teachers’ voices only. Consequently, learners have difficulty while they listen to English native speakers; reasons may vary from learner to another. Learners have difficulty in listening either on the speakers’ accent, speed, topic, the length of the texts, or other problems. Thus, listening to audio podcasts through repetition help the learners solve such problems and make the learners listen t

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Devi, Suman. "Conducive Language Learning Environment to Develop ESL Learners’ Communication Skills: Proposing a Critical Framework." S3R Academia 1, no. 1 (2024): 33–40. https://doi.org/10.70682/s3r.2024.04.

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This theoretical study examines the multifaceted dimensions of creating conducive language learning environments for enhancing ESL learners' communication skills. Drawing from established frameworks including Vygotsky's Sociocultural Theory (1978), Maslow's Hierarchy of Needs (1943), and contemporary approaches to text-based learning, this paper critically analyzes how physical, psychological, and pedagogical elements interact to create optimal learning conditions. The research synthesizes findings from extensive literature review spanning the past two decades, focusing on three key aspects: t

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Alisoy, Hasan. "The Role of Teacher Feedback in Enhancing ESL Learners' Writing Proficiency." Global Spectrum of Research and Humanities 1, no. 2 (2024): 65–71. https://doi.org/10.69760/gsrh.01022024007.

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Teacher feedback plays a vital role in enhancing writing proficiency among ESL learners. This paper explores how different types of feedback—direct, indirect, formative, and summative—impact learners’ language development, with a focus on improving grammar, structure, and content in writing. By combining error correction with opportunities for learners to engage in self-reflection and revision, feedback helps students develop a deeper understanding of language mechanics and fosters learner autonomy. However, challenges such as the heavy workload for teachers, varying student receptiveness, and

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Alisoy, Hasan. "The Role of Teacher Feedback in Enhancing ESL Learners' Writing Proficiency." Global Spectrum of Research and Humanities 1, no. 2 (2024): 65–72. http://dx.doi.org/10.69760/1rmdzx45.

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Teacher feedback plays a vital role in enhancing writing proficiency among ESL learners. This paper explores how different types of feedback—direct, indirect, formative, and summative—impact learners’ language development, with a focus on improving grammar, structure, and content in writing. By combining error correction with opportunities for learners to engage in self-reflection and revision, feedback helps students develop a deeper understanding of language mechanics and fosters learner autonomy. However, challenges such as the heavy workload for teachers, varying student receptiveness, and

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Adams, Rebecca. "L2 Tasks and Orientation to Form." Task-Based Language Teaching 152 (2006): 7–33. http://dx.doi.org/10.2143/itl.152.0.2017861.

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Abstract Task-based language teaching has been advocated as a means of promoting learning through learner interactions in the classroom. However, characteristics of the design and implementation of communicative tasks have been shown to influence learner orientation to form. One task characteristic that may affect learner attention to form, modality, is examined here to determine whether it influences learners' tendency to focus on second language form. Forty-four adult ESL learners engaged in information gap tasks targeted at specific second language forms that required the learners to collab

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Dr. Roy P Veettil, Manoj Manuel. "Teaching Grammar: An ESL/EFL Perspective for Sustainable Development in Education." International Journal of Environmental Sciences 11, no. 2s (2025): 282–88. https://doi.org/10.64252/dzpkjt93.

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Observation is a position paper that argues for a learner centered approach to the educating the English grammar. It highlights unprecedented need for intercultural communication in the context of globalization and underscores the imperativeness of cross-cultural pragmatics. As English has been nativized to enable it holding the weight of the culture in the new lands of its transplantation, prescriptive use of grammar alone cannot serve the purpose. The changing paradigms demand that descriptive and nonnative grammars also be included in the grammar curriculum. This paper suggests ways to teac

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Dumas, Jacqueline. "The ESL Classroom and the Queerly Shifting Sands of Learner Identity." TESL Canada Journal 26, no. 1 (2008): 1. http://dx.doi.org/10.18806/tesl.v26i1.387.

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Class, gender, ethnicity, and sexuality are increasingly recognized as complex constructs of varied forms of identity. We now tend to speak of learner identities in the plural rather than learner identity in the singular. In this context, issues of sexual diversity intersect with those of cultural and linguistic diversity. The ESL classroom is one place where learners should not feel shy or afraid to explore and negotiate their identities, including their sexual identities. To help them in this process, teachers can provide a safe classroom environment where learners can discover what options

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Adreisova, B. "THE INNOVATIVE TEACHING METHOD: ENGLISH AS A SECOND LANGUAGE." Eurasian Science Review An International peer-reviewed multidisciplinary journal 2, no. 6 (2024): 842–46. https://doi.org/10.63034/esr-214.

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This article explores the innovative teaching methods for English as a Second Language (ESL) education. The integration of modern technologies and interactive teaching techniques significantly enhances the effectiveness of ESL instruction. By utilizing multimedia resources, interactive applications, and collaborative projects, educators can create an engaging and dynamic learning environment. These methods not only improve language acquisition but also foster critical thinking, creativity, and independent learning skills among students. The article examines the importance of adapting teaching

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Ramalingam, Sangeeth, Melor Md Yunus, and Melor Md Yunus. "ESL Learners’ Qualitative Perspective on Learner-to-Instructor Interaction in Blended Environment." Arab World English Journal, no. 9 (July 24, 2023): 234–48. http://dx.doi.org/10.24093/awej/call9.16.

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English language proficiency exceptionally verbal communication is essential in achieving Sustainable Development Goal four, which is a good quality higher education. Nevertheless, past literature reported a lack of verbal communication among the graduates of English as a second language. Due to the emphasis on technology integration in Malaysian Education Blueprint 2015-2025, blended learning has been widely implemented in most tertiary institutions. However, learners complain they face challenges during verbal communication learning, particularly in learner-to-instructor interaction in a ble

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Liu, Mingxia. "Fostering Learner Autonomy in ESL Teaching." International Journal of English Literature and Social Sciences 3, no. 6 (2018): 1304–12. http://dx.doi.org/10.22161/ijels.3.6.55.

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Reder, Stephen, Kathryn Harris, and Kristen Setzler. "The Multimedia Adult ESL Learner Corpus." TESOL Quarterly 37, no. 3 (2003): 546. http://dx.doi.org/10.2307/3588405.

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