Bilingualism and Biliteracy

Although, a lot has been said about the good language learners, not much is known about the adult learners and the strategies they use in order to further improve and acquire their second language learning skills. Thus, this study aims to identify language learning strategies employed by successful language learner among adult learners of Teaching English as a Second Language (TESL) students for improving their five main skills which include writing, reading, listening, speaking, vocabulary and grammar. This study employed a mixed-method research design where survey and semistructured interview were conducted in collecting the data. Ten students were selected using purposive sampling technique. The questionnaire for the survey was adopted from Andrew D. Cohen and Julie C. Chi's Language Strategy Use Inventory Semi structured interview was also done for triangulation. Based on the findings, it has been identified that learners use language learning strategies in order to become good language learners. The respondents have pretty much the same preferences in using the language learning strategies. However, although different learners preferred different language learning strategies, there are some strategies that are leading among good language learners. All of the respondents tend to make use of all three categories of language learning strategies which are cognitive, meta-cognitive and socio affective. They tend to use different categories of language learning strategies for different skills that they would to acquire and enhance on.

The TESOL (Teaching English to Speakers Of Languages) Journal is a new, refereed, and abstracted publication which aims at providing free on-line access to all those involved in the research, teaching and learning of English as an International Language. The TESOL Journal is a unique journal for Language educators that are devoted to discussions on English as an International Language and its growth and development especially as it relates to the global spread of English language teaching and learning. Our global readership will include TESOL, ESL, and EFL teachers, linguists, students of language acquisition, language researchers, and others with a professional interest in English second language acquisition. Our goal is to bring information and articles to our readership on advances and research into Teaching English to Speakers of Other Languages. The Journal is the sister journal to the long established Asian EFL Journal, Linguistics Journal, and Asian ESP Journal. We look forwa...

This study is a survey conducted on the 'Challenges Encountered by The Grade Six Students in Learning Health and Physical Education in Bilingual Class Rooms in Selected Schools in The Western Province'. In this survey, the sample is the grade six BEL students, teachers (L2, BELT) of Health Science, parents and principals of the selected three schools belonging to the Maharagama Educational division and Sri Jayawardenapura zone in Sri Lanka. Both qualitative and quantitative methods were used and four different questionnaires were administered among those four sample groups and formal and informal interviews were conducted during a period of three months of this research with thorough classroom observation and data collecting.Final results of this survey's data analysis show that the majority of the BEL s uses their L1 (mainly Sinhala) for meaningful comprehension of the subject based content during their primary education in their L1.It is quite disheartening that in secondary education BEL s inability to pay their attention to English as a subject in formal curriculum is one of the causal factors for not reaching their full capacity in BE. Consequently, they are doubly challenged by the struggle they encounter with the new subject knowledge and their striving hard to improve their L2, which is English, for which they seek help from L1 more than required with over used code switching and code mixing in class rooms. In this regard, they need considerable greater amount of time to adapt to communicate and comprehend the content area. Further, the majority of the bilingual education teachers were identified as having a lack of L2 command, which again challenges the bilingual education pedagogy. Since they do not have adequate opportunities in their domestic and social environment to utilize English, plus their disappointment over this and lack of confidence in their endeavor to continue pursuing their future studies in the same BEL context, the researcher found the following. Firstly, there is a need to recommend more coordination between the English language teachers and bilingual education teachers teaching the relevant subject content. The need for more capacity building programs conducted for these teachers and teacher trainers should be carried out by the Ministry of Education and the National Institute of Education. These programs should cover knowledge, skills, and attitudes and soft skills development along with the English language improvement for these stakeholders. The required physical and physiological resources, such as books, IT equipment and trained teachers should be provided to urban and rural areas to help and promote more avenues in bilingual education across the country. While acknowledging the usage of the L1 as a feasible tool for BEL s, to make them more competent CLIL s, the need of the day is to eliminate the misconceptions and unnecessary fear and obstacles for bilingual education. In this context, where the BEL and the education system demand both the subject knowledge and L2, it is also necessary to ensure there is adequate L2 teaching support.

The COVID-19 pandemic caused significant disruptions in the field of education worldwide, including in the United Arab Emirates. Teachers and students had to adapt to remote learning and virtual classrooms, leading to various challenges in maintaining educational standards. The sudden transition to remote teaching could have a negative impact on students' reading abilities, especially in the Arabic language. To gain insight into the unique challenges encountered by Arabic language teachers in the UAE, a survey was conducted to explore their assessment of teaching quality, student-teacher interaction, and learning outcomes amidst the COVID-19 pandemic. The results of the survey revealed a significant decline of student reading abilities and identified several major issues in online Arabic language teaching. These issues included limited interaction between students and teachers, challenges in monitoring students' class participation and performance, and challenges in effectively assessing students' reading skills. The results also demonstrated some other challenges faced by Arabic language teachers, including a lack of preparedness, a lack of subscription to relevant platforms, and a lack of resources for online learning. Several solutions to these challenges are proposed, including reevaluating the balance between depth and breadth in the curriculum, integrating language skills into the curriculum more effectively, providing more comprehensive teacher professional development, implementing student grouping strategies, utilizing retired and expert teachers in specific content areas, allocating time for interventions, and improving support from both teachers and parents to ensure the quality of online learning.

This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of usi...

The purpose of this study is to identify language influence on students' performance. This study involves 55 undergraduate student who are taking the Economic Principles course at the Sultan Idris Education University. The specific objectives of the study are; to identify the choice of language for the examination, to determine students' exam performance in both languages, and lastly to measure mean score difference by language and by gender. The data are analyzed by using descriptive statistics, paired-sample-test, and one way ANOVA. Comparisons between the mean scores show students perform better in the exam conducted in Malay language compared to exams in English. The result of the paired-sample-test provides indication that there is a significant difference between the two mean scores. The one-way ANOVA test has recorded significant results in the exam conducted in English only. The findings provide two main implications. Firstly, there is a significant difference in students' performance when the exam is conducted in Malay and in English languages. It is highly recommended the exams are prepared in dual languages (English and Malay) in order to maximize the opportunity of the good and the weak students in English to achieve their highest score in the examination. Secondly, the results also reflect that the level of English language proficiency of the students at this institution is not at competitive level, or is weaker than their level of understanding in Malay language. In relating to this, the institution may want to reconsider the structure of the English program provided for the weak. This is a correction program so that in the long run the English language program and courses at the university succeeded in producing quality students in English proficiency; equivalent to their skills in Malay language domination.

The language acquisition is one of the most important criteria that contribute to the measurement of language proficiency for students and the objectives of teaching of Arabic in Malaysia are currently based on the Standard Arabic Curriculum, which focuses on mastery of the four language skills. However, the inability to master the four language skills is still very significant. This occurs due to the fact that students only learn Arabic to pass the exam and that learning strategies applied to the students are less interactive and effective which led to demotivate the student to continue the learning process. Therefore, the primary purpose of this study is to examine the impact of mobile learning towards motivation in learning Arabic language proficiency. The research focuses on analysing the participants' motivation regarding the education of Arabic language in particular, via mobile learning. The attention, relevance, confidence, and satisfaction (ARCS) model shaped the comprehension of the effect of education through mobile app towards the motivation of the respondents. A total of 273 participants in Malaysians Higher Institutions used mobile learning for Arabic language proficiency during teaching and learning process. After this, they will complete the motivation questionnaire. The results showed that attention, relevance, satisfaction, and confidence motivational factors had a significant impact on student's motivation to learn Arabic through mobile app. Hence, this study contributes to the significant empirical results on the effectiveness of the integration of ARCS model in mobile app for learning Arabic language.

Paying attention while listening, following instructions, and verbal reasoning are some of the most important skills we will need to get through life. These are some of the most important skills a college student needs to possess in order for him to survive. The fast pace of technological advancement and social change over the years has created a great deal of emphasis on performance in order to achieve one's goals be it economic or personal. This emphasis is particularly true for college students who are primarily concerned with performing well on measures of academic achievement like overall GWA, an aggregate index of academic performance. But why do some students excel academically while others do not? This question seems to hang around for quite some time. In order to survive and thrive in a global standard in education, higher education institutions must overcome language barriers and English will almost always be the common ground. This is why verbal comprehension and verbal reasoning are always part of an attempt to facilitate communication and performance across diverse functions in college. A duo of dynamic examiners of Talisay City College's Guidance Center, Ms. Deborah A. Bacasmas and Ms. Ailaire C. Cabatingan, gathered the results of OLSAT (Otis-Lennon School Ability Test) Eighth Edition of 825 students who enrolled in the College. The researchers made themselves available for clarifications asked by the examiners. After making sure of the completeness of the data gathered, the researchers collated, tabulated, analyzed, and statistically interpreted the available data through the assistance of Ms. Marelen H.Amanuence, a statistician and math instructor. It was found out that more than 50% from each cluster of students from the top 5 feeder schools are below average in both verbal comprehension and verbal reasoning. As we globalize instructions in higher education institutions, there is a rising need for students to be skilled in verbal comprehension like following directions, sentence completion and arrangement etc. There is also a need for students to be proficient in verbal reasoning like logical selection, verbal analogies, making inference and the list goes on. The student's ability to understand and use these skills is not only a life skill. It is a skill that sets students apart from the rest.

Teacher professional development (henceforth TPD) activities play a vital role in improving the quality of education, particularly the quality of instructional activities in the classroom. Although there is plenty of research on the use of online-based technology for teacher professional development, little has been done to measure teachers' self-efficacy and attitude towards online-based professional development in the Indonesian school contexts. The current study is aimed to address this gap by measuring self-efficacy and attitudes towards onlinebased professional development among EFL teachers at three different school levels, such as primary, lower-secondary and upper secondary school levels. A total of 101 EFL teachers from three levels of education (i.e. primary, lower-secondary, and upper-secondary schools) completed Kao, Tsai, and Shih's (2014) self-efficacy and attitude questionnaire. Statistical analyses using the Rasch model were performed to evaluate the collected data. Findings of the current study have showed that most Indonesian EFL teachers possessed a high level of selfefficacy and attitude towards web-based professional development. Findings of the study also revealed teachers were very positive about the usefulness and the ease of use of web-based technology for professional development, reflecting their acceptance towards web-based professional development. The findings emphasise that the high level of teachers' selfefficacy and positive attitude should be carefully considered in the design and application of web-based teacher training programs. Recommendations are offered based upon the findings.

teachers and parents nationwide for free, the authors make a very strong claim that systematic and explicit phonics instruction “significantly improves children’s reading compre-hension. Systematic phonics instruc-tion results in better growth in children’s ability to comprehend what they read than non-systematic or no phonics instruction. This is not surprising because the ability to read the words in a text accurately and quickly is highly related to suc-cessful reading comprehension”

Background: The Covid-19 pandemic has resulted in an abrupt but accelerated shift to e-learning worldwide. Education in a postpandemic world has to amalgamate the advantages of e-learning with important pedagogical goals associated with in-person teaching. Although various advanced technologies are present at our fingertips today, we are still unable to use their full potential in teaching and learning. In this regard, mobile VR technology is both cost-efficient, versatile and engaging for students. Developing countries have more smartphone users than developed countries, implying that developing countries, like Malaysia, should utilize mobile or cellphones more significantly. With that in mind, we propose here a pre-protocol to investigate learner motivation and levels of engagement for elearning with smartphone-integrated VR, based on their VARK (Visual, Auditory, Read/Write, Kinesthetic) learning styles. Proposed methodology: This study intends to use a minimum sample of 30 students from the same age group under the K-12 (particularly grade 9-12) belonging to STEM curriculum. The Google Cardboard VR set will be used as the prime technology for its affordability, easy build feature and variety of available vendors. A mixed-method (survey and activity log/tracking) for data collection is suggested to find the degree of engagement and motivation of the learners' learning in the mobile VR-assisted e-learning context. The students will be taught a topic using the mobile VR and then be assessed through simple classroom quizzes to assess how well they grasped the concept. The data collected through activity logs (while teaching the topic in mobile VR) and questionnaires will be mapped to each individual learner and organized in a data repository. Further visualization, analysis and investigation will be performed using Smart PLS, Python or R language. Conclusions: The study aims to provide context for smartphone and Open Peer Review Reviewer Status AWAITING PEER REVIEW Any reports and responses or comments on the article can be found at the end of the article.

Students learning English at school and another language at home comprise a rapidly growing segment of U.S. student populations. Language learners can benefit from using technology, but do not always use it advantageously (Katz & Gonzalez, 2016). Many studies address technology's scholastic use, but few investigate how bilinguals use digital technology at home (Hinostroza, Matamala, Labbé, Claro, & Cabello, 2015), or what it means to them (Toboso-Martin, 2013). This qualitative multiple-case study focuses on the intersection between bilinguals, intergenerational learning, and digital technology. Specifically, it studies how bilingual, Hispanic family members interact around information and communication technology (ICT), and their attitudes toward ICT. Language patterns emerged during paired ICT use. Data were gathered from six Hispanic, bilingual families in the Midwestern U.S. through interviews, observation, and tasks where intergenerational pairs were asked to teach each other about ICT. This study adds to the literature on bilingualism, digital literacy, sociocultural theory, and intergenerational learning. Findings included parental ICT policies of vigilance, access, and trust. Findings support arguments that the digital divide persists as digital literacy. ICT both impeded and promoted intergenerational learning. Findings shed light on bilinguals' contextualized linguistic needs, and echoed Vygotsky's writings on gesture, internalized speech, and serial thought processing. English dominated as the language of ICT, but participants used Spanish and English to contextualize problems and negotiate meaning. Findings affirmed factors affecting the quality of ICT use. The author argues that v Grosjean's Complementarity Principle can be applied to digital literacy. Implications for parents, teachers, and researchers are given.

The concept and practice of translanguaging has reverberated across the field of bilingual education, and researchers document its use within both oral (Garcia, 2009) and written (Makar, 2012; Velasco & Garcia, 2014) contexts. While this may be the case, less focus has been placed on

Capability of speaking in English has necessarily become the need of the students of senior high school. However, the majority of the students have low capability of speaking. This was due to a number of factors, one which was the inappropriate use of the method the teacher used in the classroom. The guessing game technique was beloved to have enabled students to improve their speaking capability. The current research aimed to investigate i) the significant improvement of the students’ speaking ability after the implementation of the guessing game technique, ii) the effect of the guessing game technique on the students’ capability in every single aspect of speaking and, iii) the correlation between the students’ attitudes and their speaking achievement. The subjects of the research were 35 students at SMAN 1 Sidomulyo. There were three raters who assessed students’ speaking ability. The data were collected trough the tests (pre-test and post-test) and questionnaires. Furthermore, th...

A study focused on the parent-child interaction and reading issues such as the correction of children's oral miscues, comprehension, and questioning techniques as the children and parents either took turns reading or as the parent listened to the child read orally from six multicultural selections. Subjects were four African-American second graders and their mothers, who were from a variety of socioeconomic backgrounds in a small Southern city. Parents participated in the study because it had to do with reading and they thought it might help their child in some way. Data were collected over a 6-week period using phenomenological inquiry and inductive analysis. Results indicated that although each of these mothers had a different approach to reading with her child, each was successful-each child was on grade level and found pleasure in reading. For each family, learning to read and reading well was valued. The mothers were doing what the teachers expected them to do in helping their children with reading. (Contains 29 references and a table of data.) (RS)

A study focused on the parent-child interaction and reading issues such as the correction of children's oral miscues, comprehension, and questioning techniques as the children and parents either took turns reading or as the parent listened to the child read orally from six multicultural selections. Subjects were four African-American second graders and their mothers, who were from a variety of socioeconomic backgrounds in a small Southern city. Parents participated in the study because it had to do with reading and they thought it might help their child in some way. Data were collected over a 6-week period using phenomenological inquiry and inductive analysis. Results indicated that although each of these mothers had a different approach to reading with her child, each was successful-each child was on grade level and found pleasure in reading. For each family, learning to read and reading well was valued. The mothers were doing what the teachers expected them to do in helping their children with reading. (Contains 29 references and a table of data.) (RS)

There has been a growing interest in incorporating CLIL (Content and Language Integrated Learning) methodology in the Sri Lankan national education system. CLIL refers to methods where subjects, or parts of subjects, are taught through a foreign language to improve both academic subject knowledge and foreign language skills. The 4C's model of Coyle et al (2010) is a popular model for the implementation of CLIL and Sri Lankan system has encouraged using this CLIL model. The main objective of this study was to inquire how CLIL is implemented in secondary science classrooms and to support the teachers. The study was action research. The collaborative action research group comprised a faculty member, a postgraduate research student and ten secondary science teachers from five schools. Arising from the factfinding needs analysis, the intervention designed included researcher-led teacher workshops to support teachers to plan CLIL lessons. The lessons were implemented in the respective schools by the sample of teachers during school two terms with the support of the researchers. The study concluded that curriculum materials were not focused on CLIL and teachers needed heavy support for content and language integrating for the teaching of science in secondary classes. Preparation of teacher instructional manuals addressing CLIL and in-service teacher development for CLIL lesson planning is recommended.

As the ones taking on the responsibility, EFL teachers must master the implementation of online learning, which includes all aspects of the teaching approach, classroom management, and learning media. Based on this phenomenon, this study looked at how English teachers at senior high schools felt about online language teaching. Thus, the findings of this study found two outcomes of online language learning: positive teaching outcomes and negative teaching outcomes. The efficiency of time management and the improvement of technology literacy, which happen for both teachers and students, are included as positive outcomes. Meanwhile, technical issues and classroom management are the main issues contributing to EFL teachers’ negative outcomes. This study suggests further research be conducted on teachers or language instructors from developing countries or with lower socioeconomic backgrounds in the future to examine the effects of intermediate contextual factors on the advantages and ob...

For concepts to be communicated, sentences must be constructed properly. To achieve these goals, it is essential to keep the ability to modify grammatical rules. A review of ten credible research revealed that many students in Asia and Europe have grammar difficulties. The age range of these students is 6–24. Information was found on the Google Scholar website. All articles were published between 2019 and 2022. The writings’ themes center on improving grammar, speaking, and bilingual skills. The gathered data were analyzed using a systematic literature review method. Analyzing such data, it is found that all of the authors used bilingual instruction to teach the participants grammar in the English class. Implementing such a strategy leads to improvements in the pupils’ speaking abilities. The development of other abilities such as reading, writing, and listening is impacted. This discovery will help teachers teach related subjects. It also motivates other researchers to come up with...

Flipped Learning (FL) instruction is flipping teaching where the learners study the contents at home by using technology equipment such as video, pods, e-books, websites, or blogs, and the classroom is used to do the assignment or homework to strengthen students' important knowledge understanding. The current tertiary students are the new generation who are so much interrelated with technology. This study investigated the effect of FL instruction on tertiary English learners' Achievement in writing. Two groups of 40 Diploma in Maintenance Engineering (DME) students (experimental and control) participated in this study. Moreover, the data were collected from the score of essay-writing tests (pre-test and post-test). The experimental group was taught through FL instruction while the control group was taught through the Traditional Method. Furthermore, the data were statistically tabulated by employing ANOVA in the Statistical Package of Social Science (SPSS). The result shows that the score mean of the experimental group was significantly higher than the score mean of the control group. Accordingly, there was a significant effect of FL instruction on tertiary English learners’ writing achievements. Hence, the implementation of the FL instruction is highly recommended for teaching writing at the tertiary level.

For concepts to be communicated, sentences must be constructed properly. To achieve these goals, it is essential to keep the ability to modify grammatical rules. A review of ten credible research revealed that many students in Asia and Europe have grammar difficulties. The age range of these students is 6–24. Information was found on the Google Scholar website. All articles were published between 2019 and 2022. The writings’ themes center on improving grammar, speaking, and bilingual skills. The gathered data were analyzed using a systematic literature review method. Analyzing such data, it is found that all of the authors used bilingual instruction to teach the participants grammar in the English class. Implementing such a strategy leads to improvements in the pupils’ speaking abilities. The development of other abilities such as reading, writing, and listening is impacted. This discovery will help teachers teach related subjects. It also motivates other researchers to come up with...

For concepts to be communicated, sentences must be constructed properly. To achieve these goals, it is essential to keep the ability to modify grammatical rules. A review of ten credible research revealed that many students in Asia and Europe have grammar difficulties. The age range of these students is 6–24. Information was found on the Google Scholar website. All articles were published between 2019 and 2022. The writings’ themes center on improving grammar, speaking, and bilingual skills. The gathered data were analyzed using a systematic literature review method. Analyzing such data, it is found that all of the authors used bilingual instruction to teach the participants grammar in the English class. Implementing such a strategy leads to improvements in the pupils’ speaking abilities. The development of other abilities such as reading, writing, and listening is impacted. This discovery will help teachers teach related subjects. It also motivates other researchers to come up with...

This study addressed four questions about bilingual first graders' Spanish and English retellings. First, how do their retellings change over the period of one school year? Second, how do their own Spanish and English retellings of the same story compare and contrast? Third, do English retellings influence Spanish retellings? Fourth, do Spanish retellings influence English retellings? The retellings were scored using a holistic measure. Nine bilingual first grade students were placed in two experimental groups based on teacher observation. The groups were comprised of a heterogenous mix of students and were similar to each other. The first graders' Spanish and English retellings improved over the school year. Their Spanish retellings consistently scored higher than their English retellings. The findings did not indicate an influence of Spanish retellings on English retellings. There was no influence of English retellings on Spanish retellings, except in one domain of the mea...

Retrospective Miscue Analysis (RMA) has proved to be a useful instructional tool in language arts classrooms and for English learners from various cultures. However, it has not been used with native Mandarin-speaking English learners. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through RMA. They read two pieces in simplified Chinese and two in English respectively. This study demonstrates that RMA supports adult ELs to become more metacognitive about their reading process, uncover reading strategies they use, build their confidence to read, acquire more agency, and learn more about the English language. RMA is a powerful instructional strategy for adult ELs. This qualitative case study explored the reading process of two adult Mandarin-speaking ELs through Retrospective Miscue Analysis. It demonstrates that RMA supports adult ELs to become more metacognitive about their reading process, uncover reading strategies they use, build their ...

This article is an attempt to establish the effectiveness of the creation of an intended environment for foreign language learning in order to diminish the passive approach of listening and speaking skills of students in communes 1 and 2 of Bucaramanga-Colombia; supporting inclusion from the curriculum, through multichannel stimulation and the implementation of strategies for meaningful learning. The quantitative research design was configured by setting two groups: a control group and an experimental one with students from an institution that assists population in vulnerable situations. In the experiment, a Manova analysis was performed taking into consideration the results of a pre-test and a post-test for listening and speaking skills, establishing correlations with the perception channels characterized for each of the students in both groups. A significant difference was achieved (Traza Pillai p <0.05) for the variable listening skill between the control group and the experim...

This study yielded significant results in assessing the proficiency level of the students where reading and listening examinations became difficult for the participants. Therefore, continuous remediation must be done by the University to expose the students to various accents of English and to provide more reading power tasks that could stimulate their critical thinking, which can be useful in their daily lives.

This book offers a comprehensive exploration of bilingualism and multilingualism, delving into topics such as code-switching, corpus linguistics, languages in contact, and language policies. Featuring chapters authored by participants of the International Summer School of Bilingualism and Multilingualism (ISSBM 2022), this collection showcases heterogeneous student research and perspectives on language acquisition and diversity. ISSBM 2022, a collaborative endeavor between the University of Nova Gorica (Slovenia) and the University of Udine (Italy), was supported by the European University for Cross-Border Knowledge Sharing (ACROSS) and the German Academic Exchange Service (DAAD). Taking place at the Chemnitz University of Technology (Germany) from September 12-16, 2022, the summer school sought to discuss linguistic research and stimulate dialogue on bilingualism, multilingualism, and second language acquisition. Additionally, the book includes a methodological reflection on translanguaging, with ISSBM 2022 serving as the case study. This compilation of proceedings serves as a valuable resource for students, researchers, and practitioners interested in the multifaceted world of bilingualism and multilingualism.

Bilingual Education was introduced to the Sri Lankan education system in the recent past since 2001. Compared to other countries, the difference in bilingual education of Sri Lanka is that few selected subjects are taught in second language (L2). Other subjects are taught in first language (L1), which is either Sinhala or Tamil. Thus, it is identified as mother tongue based bilingual education. In the Sri Lankan context, students who learn under bilingual curriculum are considered more fluent in L2 than monolingual students. However, in class room observations, such considerations cannot be generalized, which of course is against the expectations of bilingual education programme in Sri Lanka. Hence, the objectives of the research are to find out the difficulties faced by bilingual students in speaking L2 and to investigate reasons related to the fluency of L2 among bilingual students. Accordingly, 68 students who learn under bilingual education curriculum in Grade 10 and 20 teachers...

Buncee is a creation and presentation tool for students and educators to create interactive classroom content, allowing learners of all ages to visualize concepts and communicate creatively. The purpose of this experimental study is to examine the effect of using "Buncee Add Smart" in teaching language subjects. Iin language, on many occasions, the known vocab is used to add understanding to the new vocab among the students in a remediation program for language learning. These students experienced difficulties in learning new vocabulary and had low performances in academic subjects particularly language subjects. A total of 10 students will be participating in a pre-test and post-test with none-equivalent groups quasi-experimental study for learning vocabulary in Malay language. With a variety of graphics and media tools, students in the experimental group were able to develop their imaginations for improving their creativity while having fun. The "Buncee Add Smart'' was described as an interactive, drag and drop interface which helps educators create amazing multimedia projects and presentations to increase interactivity and flip the classroom. With this amazing digital tool, it also can add all kinds of elements including animations, stickers, text, drawings, voice and even videos to share around their learning. Drawing from the results of this study, teachers could use "Buncee Add Smart'' for creating new innovation with digital tools. The findings indicated that "Buncee Add Smart" could help pupils to learn vocabulary more easily and effectively while enjoying the Educators are able to differentiate the instruction of class's learning through diverse students' learning styles such as auditory, kinesthetic and visual.

This study examined the effects of Spaceteam ESL, a digital shouting game, on the development of oral reading fluency (ORF) among 71 English as a second language (ESL) students in three primary and secondary schools in Mombasa, Kenya. Following a mixed-methods approach for data collection and analysis, we pre-tested and post-tested the participants on their ability to read aloud efficiently (speed) and accurately (accuracy) in three tasks: (1) phrases extracted from the game; (2) phrases not related to the game; and (3) a short anecdote. Paired-samples t-tests results revealed that, as hypothesized, participants who played Spaceteam ESL improved their ORF on measures of speed on all tasks, possibly because of the fast-paced nature of the game. However, no significant differences were observed in terms of accuracy due to a ceiling effect: the participants had already mastered the intricacies of the letter-to-sound rules of English orthography. Overall, these findings corroborate our ...

As linguistic diversity is increasing in schools worldwide, research is needed to examine how to modify teaching and learning contexts in response to emerging multilingual students' different needs. Grounded in sociocultural theory, this study examined how teachers used discourse differently to respond to diverse students' needs as they participated in a language programme that brought together multicompetent language users, Spanish-expert students learning English, and English-expert students learning Spanish in secondary school. Analysing transcripts of student and teacher interactions, we identified discursive patterns that teachers used to mediate multilingual language-learning opportunities, to raise language awareness, and to cultivate a collective zone of proximal development in a linguistically diverse context. Findings shed light on the ways that teachers use languaging and translanguaging as mediational tools to gauge and respond to students' needs, while drawing upon students' funds of knowledge to deepen multilingual and multidirectional language-learning opportunities. Our findings have implications for how educators can differentiate their discourse/instruction to support students' multilingualism and ultimately increase language-learning opportunities among linguistically diverse students.

There has been a growing interest in incorporating CLIL (Content and Language Integrated Learning) methodology in the Sri Lankan national education system. CLIL refers to methods where subjects, or parts of subjects, are taught through a foreign language to improve both academic subject knowledge and foreign language skills. The 4C's model of Coyle et al (2010) is a popular model for the implementation of CLIL and Sri Lankan system has encouraged using this CLIL model. The main objective of this study was to inquire how CLIL is implemented in secondary science classrooms and to support the teachers. The study was action research. The collaborative action research group comprised a faculty member, a postgraduate research student and ten secondary science teachers from five schools. Arising from the factfinding needs analysis, the intervention designed included researcher-led teacher workshops to support teachers to plan CLIL lessons. The lessons were implemented in the respective...

Online learning has become the most feasible method of teaching in higher education, especially during the pandemic. Technology affordances have affected how subject matters are delivered in the classrooms. Various types of media and hypermedia have opened abundant opportunities for teachers and students to interact in virtual environment. E-learning is the term that is used to describe the delivery of a subject matter via numerous types of digital technology and through web-based interaction. Indonesian government has enforced laws and regulations encompassing e-learning policies in higher education since 2013, but these regulations were not fully adopted in higher education settings. Currently, the pandemic forces universities worldwide to shift their teaching method. This study aims at exploring the antecedents of e-learning intention to use among college students in Central Java. To address the research questions, the researchers administered survey to 100 active students in a p...

This study examined the effects of Spaceteam ESL, a digital shouting game, on the development of oral reading fluency (ORF) among 71 English as a second language (ESL) students in three primary and secondary schools in Mombasa, Kenya. Following a mixed-methods approach for data collection and analysis, we pre-tested and post-tested the participants on their ability to read aloud efficiently (speed) and accurately (accuracy) in three tasks: (1) phrases extracted from the game; (2) phrases not related to the game; and (3) a short anecdote. Paired-samples t-tests results revealed that, as hypothesized, participants who played Spaceteam ESL improved their ORF on measures of speed on all tasks, possibly because of the fast-paced nature of the game. However, no significant differences were observed in terms of accuracy due to a ceiling effect: the participants had already mastered the intricacies of the letter-to-sound rules of English orthography. Overall, these findings corroborate our ...

There has been a growing interest in incorporating CLIL (Content and Language Integrated Learning) methodology in the Sri Lankan national education system. CLIL refers to methods where subjects, or parts of subjects, are taught through a foreign language to improve both academic subject knowledge and foreign language skills. The 4C's model of Coyle et al (2010) is a popular model for the implementation of CLIL and Sri Lankan system has encouraged using this CLIL model. The main objective of this study was to inquire how CLIL is implemented in secondary science classrooms and to support the teachers. The study was action research. The collaborative action research group comprised a faculty member, a postgraduate research student and ten secondary science teachers from five schools. Arising from the factfinding needs analysis, the intervention designed included researcher-led teacher workshops to support teachers to plan CLIL lessons. The lessons were implemented in the respective...

Worldwide, information technology now plays a substantial role in the daily life of most people, whether in the developed world or in developing countries, such as Indonesia. In this fourth most populated country in the world, information technology is widely used for everyday communications and entertainment purposes, as well as for supporting education. Using a survey of 496 students enrolled in a university in Jakarta, this paper reports on a study aimed at assessing the experiences of young Indonesian students undertaking online learning and the potential of this platform for English learning. The findings show that online activities, skills, and perceived usefulness were positively correlated with positive experiences of learning English online. In particular, the perceived usefulness of the Internet and the ability to use different functions of digital devices and applications had a stronger correlation with increased benefits of online English learning. The study generates im...

Bilingual Education was introduced to the Sri Lankan education system in the recent past since 2001. Compared to other countries, the difference in bilingual education of Sri Lanka is that few selected subjects are taught in second language (L2). Other subjects are taught in first language (L1), which is either Sinhala or Tamil. Thus, it is identified as mother tongue based bilingual education. In the Sri Lankan context, students who learn under bilingual curriculum are considered more fluent in L2 than monolingual students. However, in class room observations, such considerations cannot be generalized, which of course is against the expectations of bilingual education programme in Sri Lanka. Hence, the objectives of the research are to find out the difficulties faced by bilingual students in speaking L2 and to investigate reasons related to the fluency of L2 among bilingual students. Accordingly, 68 students who learn under bilingual education curriculum in Grade 10 and 20 teachers...

Many universities undertake mixed learning to meet the required needs. Mixed learning is a blend of F2F classroom education and online learning education. The strength of mixed learning is that it supports student cognitive styles more than non-mixed learning. The right mix of mixed learning provides more constructive and conducive learning. Meanwhile, the programming language is the primary skill that students must master to create computer application programs. The question is: Is there an effect on student cognitive style and learning methods on mixed material 30% F2F and 70% asynchronous online and on the contrary mixture on student programming skills? Therefore, this study aims to determine the effect of reciprocal interaction between cognitive styles and mixed learning methods on programming skill achievement. This research method is experimental research. The study found that: Although there is no difference in the achievement of student learning skills based on tests on mixed learning methods, further test on student cognitive styles found that there are differences in the achievement of student learning skills in mixed learning methods; students with auditory and visual cognitive style who learn with mixed learning-2 have better programming skill achievement than students with auditory cognitive style who learn with mixed learning-2; students with kinesthetic and visual cognitive styles who learn with mixed learning-2 have superior programming skill achievement compared to students with kinesthetic cognitive styles who learn with mixed learning-1. The research novelty is: There has been no previous research on the reciprocal effect of cognitive styles and mixed learning methods with a mixture of 30% F2F and 70% online and vice versa.

English, among thousands of languages, is the most widespread and spoken by people around the world. Students in Indonesia, in particular, oftentimes measure their English mastery by evaluating to what extent their speaking fluency. It, thus, becomes challenging since they are not merely called for producing words but are required to apply the appropriate way of delivering the messages as well. With that in mind, this article aimed at figuring out the common challenges, which in turn lead to students’ speaking disfluency. Moreover, to unearth the answer to the objectives, this study applied qualitative library research which primarily focused on analyzing the secondary data such as online books, and articles as the sources. Finally, the challenges found encountered by the students to get fluency were affected by eight factors such as; Vocabulary, Grammar, Anxiety, Lack of Motivation, Learning Environment, Teachers’ Teaching Strategies, Self-Confidence, and Age. Besides, this article...

The purpose of this study is to identify language influence on students' performance. This study involves 55 undergraduate student who are taking the Economic Principles course at the Sultan Idris Education University. The specific objectives of the study are; to identify the choice of language for the examination, to determine students' exam performance in both languages, and lastly to measure mean score difference by language and by gender. The data are analyzed by using descriptive statistics, paired-sample-test, and one way ANOVA. Comparisons between the mean scores show students perform better in the exam conducted in Malay language compared to exams in English. The result of the paired-sample-test provides indication that there is a significant difference between the two mean scores. The one-way ANOVA test has recorded significant results in the exam conducted in English only. The findings provide two main implications. Firstly, there is a significant difference in students' performance when the exam is conducted in Malay and in English languages. It is highly recommended the exams are prepared in dual languages (English and Malay) in order to maximize the opportunity of the good and the weak students in English to achieve their highest score in the examination. Secondly, the results also reflect that the level of English language proficiency of the students at this institution is not at competitive level, or is weaker than their level of understanding in Malay language. In relating to this, the institution may want to reconsider the structure of the English program provided for the weak. This is a correction program so that in the long run the English language program and courses at the university succeeded in producing quality students in English proficiency; equivalent to their skills in Malay language domination.

Teacher professional development (henceforth TPD) activities play a vital role in improving the quality of education, particularly the quality of instructional activities in the classroom. Although there is plenty of research on the use of online-based technology for teacher professional development, little has been done to measure teachers' self-efficacy and attitude towards online-based professional development in the Indonesian school contexts. The current study is aimed to address this gap by measuring self-efficacy and attitudes towards onlinebased professional development among EFL teachers at three different school levels, such as primary, lower-secondary and upper secondary school levels. A total of 101 EFL teachers from three levels of education (i.e. primary, lower-secondary, and upper-secondary schools) completed Kao, Tsai, and Shih's (2014) self-efficacy and attitude questionnaire. Statistical analyses using the Rasch model were performed to evaluate the collected data. Findings of the current study have showed that most Indonesian EFL teachers possessed a high level of selfefficacy and attitude towards web-based professional development. Findings of the study also revealed teachers were very positive about the usefulness and the ease of use of web-based technology for professional development, reflecting their acceptance towards web-based professional development. The findings emphasise that the high level of teachers' selfefficacy and positive attitude should be carefully considered in the design and application of web-based teacher training programs. Recommendations are offered based upon the findings.

There has been a growing interest in incorporating CLIL (Content and Language Integrated Learning) methodology in the Sri Lankan national education system. CLIL refers to methods where subjects, or parts of subjects, are taught through a foreign language to improve both academic subject knowledge and foreign language skills. The 4C's model of Coyle et al (2010) is a popular model for the implementation of CLIL and Sri Lankan system has encouraged using this CLIL model. The main objective of this study was to inquire how CLIL is implemented in secondary science classrooms and to support the teachers. The study was action research. The collaborative action research group comprised a faculty member, a postgraduate research student and ten secondary science teachers from five schools. Arising from the factfinding needs analysis, the intervention designed included researcher-led teacher workshops to support teachers to plan CLIL lessons. The lessons were implemented in the respective...

This study examined the effects of Spaceteam ESL, a digital shouting game, on the development of oral reading fluency (ORF) among 71 English as a second language (ESL) students in three primary and secondary schools in Mombasa, Kenya. Following a mixed-methods approach for data collection and analysis, we pre-tested and post-tested the participants on their ability to read aloud efficiently (speed) and accurately (accuracy) in three tasks: (1) phrases extracted from the game; (2) phrases not related to the game; and (3) a short anecdote. Paired-samples t-tests results revealed that, as hypothesized, participants who played Spaceteam ESL improved their ORF on measures of speed on all tasks, possibly because of the fast-paced nature of the game. However, no significant differences were observed in terms of accuracy due to a ceiling effect: the participants had already mastered the intricacies of the letter-to-sound rules of English orthography. Overall, these findings corroborate our ...

This study examined the effects of Spaceteam ESL, a digital shouting game, on the development of oral reading fluency (ORF) among 71 English as a second language (ESL) students in three primary and secondary schools in Mombasa, Kenya. Following a mixed-methods approach for data collection and analysis, we pre-tested and post-tested the participants on their ability to read aloud efficiently (speed) and accurately (accuracy) in three tasks: (1) phrases extracted from the game; (2) phrases not related to the game; and (3) a short anecdote. Paired-samples t-tests results revealed that, as hypothesized, participants who played Spaceteam ESL improved their ORF on measures of speed on all tasks, possibly because of the fast-paced nature of the game. However, no significant differences were observed in terms of accuracy due to a ceiling effect: the participants had already mastered the intricacies of the letter-to-sound rules of English orthography. Overall, these findings corroborate our ...

Generation Z, who was born along with technological developments, is entering the college phase now. This study aims to analyze the learning styles of generation Z students and determine the learning style recommendations for the learning process. Sampling was conducted using quota sampling with a questionnaire. Respondents consisted of 213 undergraduate students of IPB University in Bogor, Indonesia based on the class year 2015-2018. The analytical tool used is descriptive analysis and multiple linear regression with SPSS 23. The results showed that learning styles had a significant effect on learning achievement by 70.4%. Generation Z learning style is a visual learning style of 34.2%, kinesthetic by 20.2%, and auditory by 6.6% respectively. Learning recommendations are to improve the design of the learning system, evaluate the digital-based curriculum with e-learning method, improve practical learning, and optimize the use of technology as a learning information system.