Multilingualism has become increasingly important in a globalized world where communication across languages and cultures is essential. However, many learners still face challenges in developing effective language skills despite exposure to foreign languages through formal education and digital media. This study aims to identify the language learning strategies used by multilingual learners and examine the role of motivation in multilingual development. The study focuses on strategies applied in listening, speaking, reading, and writing, along with motivational factors that support language acquisition. A mixed-methods descriptive approach was employed involving 20 respondents consisting of Grade 12B students and multilingual teachers at Nizamia High School. Data were collected through a Google Forms questionnaire and analyzed using descriptive statistics and thematic analysis. The results showed that the most frequently used strategies were listening-based activities, including songs, movies, podcasts, audiobooks, repetition, and comprehension monitoring. Reading strategies, such as skimming and scanning, were also commonly applied by learners. The primary motivational factors identified included educational goals, personal interests, career development, and travel purposes. This study concludes that a combination of effective language learning strategies and strong motivation is a key factor in developing multilingual competence. Learners who actively engage with authentic language exposure, monitor their comprehension, and practice consistently are more likely to achieve higher levels of multilingual proficiency. Therefore, providing explicit instruction on language learning strategies and strengthening learner motivation are essential for supporting students in developing sustainable multilingual skills in an increasingly interconnected world.
English as a foreign language (EFL) learners are often faced with few opportunities to learn English meaningfully at work or university. Nevertheless, technological growth provides EFL learners with diverse media to acquire knowledge everywhere, supporting the development of English skills, particularly speaking skills. This qualitative study explores how TED Talks, as a medium, can support an EFL learner in enhancing her speaking skills. This research was conducted over 14 weeks using Narrative Inquiry as the method and was guided by a professional ELT teacher. The learning scenarios covered information from the TED Talks videos, selected according to the CEFR framework, which covered descriptors and speaking skills activities, including 3 Sustained Monologues: Describing Experience, Giving Information, and Putting a Case. The findings showed that the media contributes to the development of learners’ speaking skills from A1 to B1 levels, especially in comprehension, fluency, and vocabulary, with a total of 119 new vocabulary words. This study offers practical insights for EFL learners and teachers on how media helped learners’ speaking skills development. However, limited research has focused on developing speaking skills through TED Talks, highlighting the need for deeper exploration of overall production activities within the CEFR guidelines.
Irma Maulia, S. Sumarni, Siti Drivoka Sulistyaningrum· EBONY Journal of English Lan...· 0 citations
Students’ language production abilities following their interaction with Duolingo are analyzed, indicating that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, and reliance on patterns.
Rendi Nurhidayat, Lusiana Suciati Dewi²· Teaching English and Languag...· 0 citations
Recent research regarding internationalized higher education has recognized that although English is commonly used as the medium of instruction, teachers and students are multilingual. Despite this, multilingual students’ disciplinary literacy and content knowledge, which often develops in more than one language, tends to be assessed only in English. Although there have been calls to reconceptualize content assessment practices to cater to the students’ multilingual needs, research on multilingual assessment practices in tertiary education contexts remains sporadic and scattered. Findings from previous literature suggest that monolingual assessment of content knowledge practices are maintained because of a lack of relevant multilingual assessment instruments, theoretical models, as well as teacher training and resources. Moreover, despite the calls for content specialists to assess languages in an integrated manner, this integration has been developed more theoretically than in practice. In this paper, we argue that these findings point to a lack of understanding of how multilingual communication about content functions in terms of current frameworks for language (and content) assessment literacy (Dimova & Kling, 2022). Language assessment literacy refers to the skills, knowledge, methods, techniques and principles needed by various stakeholders in language assessment to design and carry out effective assessment tasks and to make informed decisions based on assessment data. We thus propose further development of integrated assessment literacy models to reflect the need for an improved understanding of the integration of multilingualism and content in the assessment process.
Marella Tiongson, S. Larsen, Slobodanka Dimova· Sprogforum. Tidsskrift for s...· 0 citations
Developing English communication competence has emerged as a fundamental priority in foreign language acquisition, notably at the secondary education level, where students are required to communicate successfully at school and in real-life environments. However, despite ongoing teaching/learning strategies, secondary school learners continue to face challenges in communicating fluently in English and expressing their ideas confidently. Insufficient opportunities for authentic classroom communication may be one cause of these difficulties. The present research explores the significance of classroom oral presentations as a pedagogical approach for building English communication abilities among secondary students. The study aims to understand how systematic oral presentations effectively enhance learners’ ability in communication, critical thinking, pronunciation, vocabulary, and grammatical use. This contribution is grounded in Richards (2006) Communicative Language Teaching (CLT), which prioritizes meaningful and effective communication as the fundamental target of language acquisition, viewing language learning as a process of interaction and engagement. The study employs a qualitative approach, drawing on classroom observations, semi-structured interviews with second-year baccalaureate learners, and evaluation of classroom oral presentations in a Moroccan public secondary school. The findings of this research demonstrated that the participants face multiple challenges hindering the development of their communication skills. It also showed that oral presentation-based education effectively encourages students’ English communication abilities by enhancing their self-confidence, correct pronunciation, critical thinking, and interaction. It showed that students feel motivated and free to use their English effectively during their class oral presentations. This research concludes that implementing regular oral presentation activities into English classes provides authentic opportunities for learners to strengthen their overall English communication skills. The study contributes to existing literature by providing evidence on the significance of implementing regular oral presentations in encouraging students’ English communication skills. It further provides practical instructions for incorporating systematic oral presentations into high school education to generate a more effective educational environment.
Mohamed Tahar Es-Siddiki, Khadija Ouyazi· Journal of English language...· 0 citations
This study investigated the learning media preferences and cognitive learning strategies used by high-achieving English learners in informal English learning outside the classroom. Employing a qualitative case study design, the study involved three participants from the English Education Study Program, batch 2022, at Universitas Tanjungpura, selected through purposive sampling based on a grade point average of at least 3.70, a TOEFL score of at least 520, and verified English-related achievements. Data were collected through semi-structured interviews and documentation, then analyzed using thematic analysis. The findings reveal three themes. First, participants preferred video-, audio-, and text-based media, with video being the most dominant due to its multimodal nature. Second, participants applied four cognitive strategies, namely inferencing, translation, resourcing, and note-taking, flexibly based on content difficulty and individual habits. Third, learning media and cognitive strategies were interconnected, with media providing language input and strategies enabling meaningful processing of that input. These findings suggest that informal English learning among high-achieving learners is an active, self-directed, and cognitively engaged process that also contributes to their academic development.
Tiara Amalia Putri, Luwandi Suhartono, E. Rahmani· Journal Corner of Education...· 0 citations
In the past, English for Academic Purposes (EAP) mainly focused on the language system and structure of school life. Recently, many scholars have been studying how writing can also serve as a tool for self-construction and identity formation in the modern era. Examine the complex relationship between identity and participation of multilingual learners in EAP writing classes in this paper. According to post-structuralist theories of identity and multi-dimensional models of student engagement, this study finds that language learners are not communication-impaired individuals but rather complex people with various cultural and academic demands that need to be managed simultaneously. Based on the analysis, authorial presence, social investment and power relations directly affect how much students are willing to participate in academic writing activities at different levels of behaviour, emotion and cognition. In addition, this paper also proposes some practical teaching strategies that promote the construction of an all-inclusive learning environment, such as translanguaging, culturally sensitive feedback, and dialogic teaching. In the end, the study believes that recognising and honouring the various identities of multilingual learners will foster a sense of belonging and drive them to learn better in higher education.
Litong Nan· Academic Journal of Educatio...· 0 citations