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Teaching Languages to Young Learners
Abstract
About the book: Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.
... According to Piaget, small children constantly engage with their environment and solve issues they face during the interaction process. He claims that a learning process takes place through taking actions to solve issues and problems (Cameron, 2001). Moreover, Piaget believes that the child is, in fact, an active participant in the growth of knowledge, which constructs the infant's own understanding. ...
... He argues that language, in fact, provides the child with a new instrument and expands new opportunities for carrying out different tasks and arranging information by using words as symbols. Hence, his approach demonstrates the fact that the child first develops social skills with the aid of other people around him or her, with language helping in various ways, and eventually moves away from dependence on others to independent action and thought (Cameron, 2001). So, based on Vygotsky's approach, it would not be wrong to state that a child's successful development takes place through social interactions with others, especially parents, teachers, or more capable peers, and language helps to build this interaction. ...
... According to Bruner, language is one of the essential instruments for the cognitive development of a child. He states that adults use language to represent the world to children and to help them solve the problems they face (Cameron, 2001). Furthermore, most of Bruner's studies show that language allows a child to develop his or her thinking and perform tasks. ...
... In addition to expanding the learners' pragmalinguistic repertoire through routines (Bruner, 1983;Cameron, 2019), the request donuts activity demonstrates how collaborative dialogue and scaffolding contributed to the YLLs' pragmatic development. During this activity, the YLLs worked in pairs to create requests using modal verbs and external modifications. ...
... The findings indicate that the YLLs in the current study could, with structured L2 pragmatics instruction, reach a proficiency in request strategies that meets or exceeds that of older learners without such targeted intervention (Savić, 2015). This aligns with Bruner's (1983) theory on the importance of repetition for learning, suggesting that repeated exposure to language forms is essential for their assimilation into the YLLs' linguistic repertoire (Cameron, 2019). This was evident as Can, Could, May, and CI requests were introduced from the first lesson and revisited in all subsequent lessons. ...
... The same applies for Myrset (2022), where these elements were introduced later in the sequence of lessons. According to Bruner's (1983) theory on the importance of repetition for learning, these findings suggest that systematic instruction and more repetition may be necessary to effectively integrate these pragmatic elements into YLLs' communicative strategies (Cameron, 2019). ...
This study aimed to explore the effects of L2 pragmatics instruction on the request production abilities of Norwegian third-grade EFL learners. It explores how targeted teaching influences their use of request strategies and the employment of internal and external modification. Conducted within Norway’s educational system, this research fills a gap in the pragmatic development of Young Language Learners (YLLs) following structured instructional intervention. Over three weeks, the instructional approach combined Input, Awareness Raising, and Practice, utilizing resources such as picture books and role play exercises. The study’s methodology centered around a pre- and post-test, which employed an analysis using Blum-Kulka et al.’s (1989) CCSARP coding manual. The findings showed progress in the YLLs’ transition from naming and L1 reliance to the use of a variety of conventionally indirect requests and modal verbs. The outcomes demonstrate the potential benefits of L2 pragmatics instruction for enhancing the communicative competencies of YLLs, underscoring its value in early language education.
... Swain's (2005) output hypothesis emphasizes the importance of language production opportunities in second language acquisition, which PBL naturally facilitates. Furthermore, the collaborative nature of PBL aligns with Vygotsky's sociocultural theory, which emphasizes the role of social interaction in cognitive development (Cameron, 2003). ...
... competence (Cameron, 2003). 3. Lack of quality teaching materials and resources (Musthafa, 2003). ...
... 6. Maintaining student engagement and motivation (Paul, 2003). 7. Balancing L1 and L2 use in the classroom (Cameron, 2003). ...
p>This qualitative case study explores the implementation of Project-Based Learning (PBL) stages by an English teacher to enhance language acquisition among young learners in an Indonesian elementary school. The research examines the specific PBL stages employed and investigates students' perceptions of these stages in relation to their English language development. Classroom observations, semi-structured interviews, and document analysis were used to collect data from the participating teacher and students. The findings reveal that the teacher implemented a four-stage PBL approach: Starting the Project, Developing the Project, Reporting to the Class, and Assessing the Project. Each stage incorporated key PBL principles such as student autonomy, authentic tasks, scaffolding, and ongoing assessment. Students expressed positive perceptions of the PBL stages, highlighting benefits such as clear project introduction, engaging research activities, valuable teacher feedback, and peer collaboration. They also reported increased motivation to use English due to the teacher's encouragement, personal interest, and the project's engaging nature. Although, some viewed English use as merely a project requirement. The study concludes that the PBL stages implemented by the teacher positively enhanced students' English language learning. The findings contribute to the understanding of PBL implementation in EFL contexts, providing insights into young learners' experiences with this approach and highlighting the potential of PBL to enhance language skills and engagement. Simultaneously, the study identifies areas for improvement in PBL implementation, offering valuable guidance for educators seeking to optimize this approach in their classrooms.</p
... Young learners, compared with adults, have shorter attention spans and limited social experiences. As a result, English classes designed for them must incorporate engaging topics that capture their interest while considering the various discourse situations they might encounter (Cameron, 2001). In this context, meaningful interaction, meaning negotiation, feedback, and abundant speaking opportunities are essential for successful L2 acquisition for young learners. ...
... These tasks must consider the learners' cognitive demands, fluency, and functional appropriateness . All these conditions are very similar to what has been introduced as features of task-based language teaching (TBLT) (Cameron, 2001;Ellis, 2003;Nunan, 1989 etc.). ...
... Language acquisition happens in environments rich with conversational opportunities and social support. Cameron (2001) highlighted that exposure to the language is key to foreign language learning. However, many children in EFL environments, such as Korea, have limited opportunities to use a foreign language both in and out of the classroom. ...
Exploring the Potential of Smart Mirror Voice Chatbot on Young L2 Learners’ Spoken
Interaction
This study examines the potential of combining smart mirror technology
with an AI voice chatbot as an engaging English learning tool for young
children. It also evaluates whether this AI-based language program can
encourage meaningful spoken interactions among young EFL (English as a
Foreign Language) learners. The primary research question focuses on whether
the smart mirror chatbot program can provide an effective and sustainable
conversational solution for EFL learners with limited English exposure. Three
sub-questions are also explored: how seven-year-old children interacted with
the smart mirror chatbot over a 10-week study, the extent to which chatbot use
supported children’s speaking skills, and the factors that facilitated or hindered
ii
the use of smart mirror and task-based chatbot technologies for young learners.
This study involved 18 seven-year-old children over ten weeks. For the
first nine weeks, the chatbot was used in teacher-guided speaking activities in
class, and in the final week, children independently chose to use the chatbot
during free activity time. Data were collected through pre- and post-speaking
tests, chatbot conversation logs, observations, and interviews with teachers and
students. The analysis primarily used a qualitative case study method,
supported by quantitative statistical analysis.
Key findings from the children’s interactions with the smart mirror chatbot
include the following: Children recorded an average of 9.85 conversational
turns in free conversations, significantly higher than the typical 3-5 turns
observed in classroom activities. The children used primarily content words,
asked various questions, and increasingly engaged in diverse and realistic
dialogue. They often used question words and worked to form phrases and
sentences. Additionally, as children used the smart mirror chatbot, they
experienced a state of flow, which aligns with Nakamura and
Csikszentmihalyi’s (2002) characteristics of flow: Integration of Action and
Awareness, Autotelic experience, and an Altered Sense of Time.
In terms of English-speaking skills, both qualitative and quantitative
analyses showed improvements in vocabulary and speaking skills. To assess
whether participants used more words in conversations with the chatbot
depending on the duration or method of chatbot use, I analyzed the number of
words in their utterances weekly, comparing in-class activity periods and free
activity periods. The total number of utterances each week was divided by the
number of speeches turns to calculate the average number of words per turn.
Additionally, common errors in pronunciation and cognition were
identified. During free activity, children preferred using the chatbot with peers,
particularly for problem-solving tasks, leading to frequent peer interactions
where they exchanged opinions and collaborated to complete tasks.
Three main factors facilitated smart mirror chatbot use. First, the chatbot
"Kai" was designed to match children’s developmental levels, enhancing their
engagement. Second, a properly structured curriculum supported chatbot use
by incorporating the flow conditions of challenge-skill balance, clear goals,
and feedback, as per Nakamura and Csikszentmihalyi (2002). Notably,
children engaged in decision-making and meaning negotiation, rather than
merely responding to predefined prompts. Third, the smart mirror itself played
an important role: the large 32-inch screen encouraged group participation,
creating an environment where children could share ideas and interact. Unlike
smaller devices, the mirror allowed children to communicate easily with peers
without shifting their gaze, and many enjoyed watching their reflection, which boosted their confidence in speaking English. Some children even practiced
pronunciation while looking at their reflection in the mirror.
Two challenges emerged: initial resistance from teachers and stakeholders
owing to unfamiliarity with the technology, which subsided over time as they
observed its benefits, and the height of the smart mirror, which required shorter
children to stand on tiptoe. Adjustments to the mirror’s height will be
considered in future research.
The educational implications of this study are noteworthy. This research
is unique in combining a researcher-designed smart mirror with an AI chatbot
developed specifically for seven-year-olds, marking a distinctive and original
contribution to the field.
... As a result of the Session Paper No. 14 of 2012, which mandated that East African Community (EAC) members align their educational systems with CBE and advocated that CBE be the ideal education system, KNUT, (2019), CBC was implemented in 2017 in Kenya. Cameron (2001); Çelik and Karaca (2014); Enever (2011); Enever, Moon, and Raman (2009), argue that based on Vygotsky's renowned theory, children develop their comprehension of the environment surrounding them most efficiently through conversations with individuals beyond themselves, such as parents, carers, teachers, and even fellow pupils to develop knowledge that has impact on curriculum and instructional strategies. Nevertheless, children who have more interactions with competent caregivers acquire more proficient interaction skills with unfamiliar content, contemplate it, interpret it, and apply it in novel contexts (Cameron, 2001). ...
... Cameron (2001); Çelik and Karaca (2014); Enever (2011); Enever, Moon, and Raman (2009), argue that based on Vygotsky's renowned theory, children develop their comprehension of the environment surrounding them most efficiently through conversations with individuals beyond themselves, such as parents, carers, teachers, and even fellow pupils to develop knowledge that has impact on curriculum and instructional strategies. Nevertheless, children who have more interactions with competent caregivers acquire more proficient interaction skills with unfamiliar content, contemplate it, interpret it, and apply it in novel contexts (Cameron, 2001). According to Çelik and Karaca (2014), there should have been an amendment to the essential components of implementing the competency-centered curriculum as a model in any educational environment, considering that English proficiency is a requirement in Ugandan schools from primary to secondary school and university levels. ...
... Following Vygotsky's findings, according to Cameron (2001), a large body of research has demonstrated that young infants and adults learn in distinct ways. Younger children are enthusiastic learners who learn best through hands-on activities that they find enjoyable. ...
This study aimed to explore the challenges and experiences faced in curriculum implementation in rural day secondary schools in order to identify the challenges faced in the implementation of the curriculum and to identify the most effective strategies for the effective implementation of the curriculum. In terms of methodology, the study adopted a descriptive research design. The quantitative approach was used. The target population of this study was 24 respondents. Purposive sampling was used to get the sample size of 24 respondents. The questionnaire was used. Statistical analysis was used to analyze the data. In relation to the first objective, 87.5% agreed, 12.5% disagreed that teachers and learners are key factors, 83% agreed and 17% disagreed that resource materials and facilities are another factor. In relation to the second objective, 95% agreed. 5% disagreed that textbooks were not supplied, 83% agreed and 17% disagreed that limited support available to schools. Results related to the third objective effective strategies for effective implementation of the curriculum where the following are results from respondents, 96% agree while 4% disagree with research and planning, 87.5% agree 12.5% disagree with curriculum design and alignment, 91% agree while 9% disagree that professional development and capacity building. The colleges in Ngororero District are scattered for the duration of the agricultural vicinity. The research was carried out during the term period, the respondents were extremely busy with their teaching and getting-to-know activities which may also have had a negative impact on the results, to triumph over this the researcher administered the data series equipment to the lecturers during the breaks used after the coaching length. Implementation takes place when the learner has the deliberate or supposed stories, know-how, capabilities, ideas and attitudes a good way to allow that learner to permit the same learner to characteristic correctly in a society. The unique contribution of curriculum implementation in rural day secondary schools is that it helps to ensure that learners receive relevant content, achieve set goals and are properly assessed; learner engagement, teachers can collaborate with others, teachers can create an appropriate learning environment for students. The curriculum should stimulate intellectual curiosity, critical thinking and informed decision-making
... However, making EFL young learners cognitively involved in learning is difficult (Cameron, 2003). Cameron (2003) explains that prospective teaching to young learners should allow children to construct meaning in the language they encounter by incorporating it into purposeful action and interaction. ...
... However, making EFL young learners cognitively involved in learning is difficult (Cameron, 2003). Cameron (2003) explains that prospective teaching to young learners should allow children to construct meaning in the language they encounter by incorporating it into purposeful action and interaction. Additionally, a suitable lesson design for teaching language to EFL young learners is needed since the range of language experiences each young language learner gets in their foreign language lessons will likely influence how their language develops (Uysal & Yavuz, 2015). ...
This study explores reading activity using the Interactive Read-aloud approach to foster students' reading engagement and critical literacy. It also examines teachers' strategies to make interactions easier in an EFL classroom. In order to address the research problems, an exploratory sequential mix method was used, which included classroom observation, written papers, and an experiment in the classroom. The result of the study revealed that several strategies in applying critical literacy during interactive read-aloud were identified: juxtaposition, problem-solving, bookmark technique, say something, connection stem, switching and thinking hats. The test score of the experimental group has shown significant improvement from using the Interactive read-aloud approach, from 71.47 on the pretest to 87.47 on the posttest. The students also expressed varied enthusiasm and agreement regarding the benefits and enjoyment of Interactive Read-aloud. It is hoped that the practice of Interactive read-aloud can be widely used by teachers, parents, or educational practitioners to engage students in reading, enhance their motivation, and foster their critical literacy.
Abstrak Penelitian ini mengeksplorasi kegiatan membaca menggunakan pendekatan membaca nyaring interaktif guna menumbuhkan keterlibatan membaca siswa dan literasi kritis. Penelitian ini juga mendalami strategi yang digunakan guru untuk membuat interaksi lebih mudah di ruang kelas pelajaran bahasa Inggris. Untuk menjawab rumusan masalah penelitian, studi ini menggunakan metode campuran berurutan eksplorasi, yang meliputi kegiatan pengamatan kelas, jurnal refleksi, dan eksperimen kelas. Hasil penelitian ini mengungkapkan bahwa beberapa strategi yang digunakan untuk meningkatkan kecakapan literasi yang teridentifikasi yaitu juxtaposisi, pemecahan masalah, teknik bookmark, katakan sesuatu, batang koneksi, beralih dan topi berpikir. Skor tes kelompok eksperimen menunjukkan peningkatan yang signifikan dari menggunakan pendekatan membaca nyaring interaktif dengan skor 71,47 pada pra-tes meningkat menjadi 87,47 pada post-test. Para siswa juga menyatakan beragam tingkat antusiasme dan kesepakatan mengenai manfaat dari membaca nyaring interaktif. Diharapkan bahwa praktik membaca nyaring dapat digunakan oleh guru, orang tua, atau praktisi pendidikan untuk membuat siswa terlibat dalam membaca, meningkatkan motivasi mereka dalam membaca, dan menumbuhkan literasi kritis mereka.
... Even before children reach the final phases of cognitive development, this so-called prefabricated language is frequently used in early language learning in both their first and their second language (Wray, 2002). Songs, rhymes, classroom discourse, and caregivers' speech are all instances of the formulaic language that such learners encounter on a daily basis (Cameron, 2001;Bannard & Lieven, 2009). ...
... In this vein, Roghani (2017) The above figures seem to be in line with the estimates presented by Milton and Alexiou (2009) regarding the vocabulary amount, which corresponds to each CEFR (2001) level. Moreover, it should be stated that Cameron (2001) reckoned that the average speed of word uptake per hour can be set at 4 words referring to the young learners' classroom. ...
Research emphasises that vocabulary development is essential for the successful acquisition of a
language (e.g. Biemiller, 2003; Alexiou et al, 2019). The volume of words learners are familiar with is
thought to be a key influence on how well the lexicon functions in all linguistic domains (Webb &
Nation, 2017). It is argued, too, that a speaker’s L1 vocabulary may influence success in educational
attainment as in the learning of an L2. This paper examines the L1 and L2 vocabulary knowledge of
learners in Greek primary schools. The subjects were 411 Greek primary school students, ranging from
the first to the sixth grade of primary school. Their vocabulary was assessed using two vocabulary
measuring tools: Meara & Milton’s X-Lex (2003) and Alexiou’s Pic-lex (2019) for receptive vocabulary
knowledge. Results suggest Greek L1 learners grow a lexicon of a size and at a rate consistent with
learners of L1 English and Arabic. There is surprisingly little variation between learners of the same
age. These learners grow English L2 vocabulary at an impressively fast rate and, by international
comparisons, achieve high levels of communicability by the end of primary education. Again, there is
surprisingly little variation. Comparing, L1 and L2 knowledge and progress, it is not clear that L1
vocabulary knowledge can or does influence the learning of the L2.
... It also entails being familiar with the terms that are frequently used in conjunction with it (collocation), as well as its connotation, register, and cultural accretions. According to Cameron (2001), who agreed with Thornbury, someone is considered to know a term if they can decipher its meaning from its context. It is suggested that in order for students to truly grasp a word, they must be able to use it in a sentence and comprehend what it means. ...
... Additionally, Cameron (2001) claims that the process of learning new words is not yet complete. Learning new words, or expanding one's vocabulary, is the definition of vocabulary mastery. ...
... Kemampuan Bahasa Inggris guru merupakan hal yang sangat penting dalam membentuk fondasi keterampilan berbahasa Inggris siswa. Sebagai role model, guru merupakan salah satu sumber input siswa baik dari keahlian berbahasa dan aspek berbahasa seperti dari segi kosa kata dan struktur bahasa [3]. Apabila guru memiliki kemampuan berbahasa yang baik, maka guru tersebut memberikan input bahasa yang baik bagi pengembangan siswa bermahasiswa guru. ...
... Mahasiswa guru menerapkan berbagai strategi kreatif, seperti menggunakan cerita, musik, dan permainan (games), untuk menciptakan suasana kelas yang menyenangkan.Pendekatan ini tidak hanya membuat siswa merasa nyaman, tetapi juga membantu mereka lebih menikmati proses pembelajaran. Penggunaan media kreatif seperti musik dan permainan dalam pembelajaran mahasiswa guru anak-anak dapat meningkatkan perhatian dan motivasi siswa secara signifikan[3]. Dengan menerapkan metode ini, mahasiswa guru tidak hanya berhasil mengatasi rasa gugup mereka tetapi juga mampu membangun suasana kelas yang interaktif dan penuh semangat. ...
Kurangnya kompetensi guru dalam mengajar Bahasa Inggris untuk anak usia dini menjadi salah satu faktor rendahnya kualitas pengajaran Bahasa Inggris. Untuk mengatasi permasalahan ini, program PkM ini merancang sebuah program pendampingan pengajaran Bahasa Inggris berbasis refleksi bagi mahasiswa guru dari Program Studi PGSD. Program ini bertujuan memberikan bekal keterampilan mengajar Bahasa Inggris bagi mahasiswa guru, khususnya jika mereka di masa depan diminta untuk mengajar Bahasa Inggris oleh pihak sekolah. Program ini menggunakan metode refleksi yang diterapkan selama proses pengajaran untuk membantu mahasiswa guru menganalisis dan meningkatkan kemampuan mengajar Bahasa Inggrisnya. Selain itu, metode pendampingan didasarkan pada pendekatan yang menekankan bimbingan terstruktur dalam proses pengajaran mahasiswa guru sekolah dasar. Hasil dari program ini menunjukkan dampak positif, terutama dalam perbaikan Renca yna Pelaksanaan Pembelajaran (RPP) dan peningkatan kualitas pengajaran Bahasa Inggris. Sebagai rekomendasi, pada program PkM berikutnya disarankan untuk mengembangkan modul refleksi yang dapat digunakan sebagai panduan dalam kegiatan serupa. Modul ini diharapkan mampu membuat proses refleksi lebih terstruktur dan bermakna, sehingga dapat memberikan dampak yang lebih besar pada pengembangan kompetensi mahasiswa guru dan kualitas pembelajaran mahasiswa guru di tingkat pendidikan dasar. Keywords: Bahasa Inggris, Mahasiswa Guru, Pendampingan, Refleksi
... Children who are learning to write in English must acquire knowledge and abilities at various levels and dimensions. Cameron (2001) proposes that just as young children learn how to speak fluently, they also need to learn how to write fluently. Young learners should be recognized for their approach to learning to write. ...
This article aims to explore the various aspects of English language development among young learners, with a specific focus on enhancing their oral and written skills. By investigating the instructional approaches and strategies that have proven successful in promoting language growth, educators and practitioners can design more effective language programs and interventions. In conclusion, the instruction and assessment of oral and written language skills are essential for young learners as they facilitate effective communication, cognitive development, academic achievement, literacy skills, social interaction, confidence, self-expression, and cultural awareness. Research has shown the significance of oral language in the development of speaking and writing skills and its correlation with academic achievement. Learning to write and speak in English requires the acquisition of knowledge and skills at various levels and dimensions, and teachers should consider children's cognitive and physical growth while providing a variety of language tasks and activities. Overall, recognizing the complexity of the oral and writing process can support young learners, ensuring their success in English language development.
... Teaching English to Young Learners (TEYL) merujuk pada proses pengajaran bahasa Inggris kepada anakanak usia dini, biasanya berkisar antara usia 3 tahun -12 tahun. Menurut Cameron (2001) anak-anak cenderung belajar bahasa melalui permainan, interaksi, dan pengalaman langsung, bukan melalui instruksi eksplisit atau fokus pada tata bahasa yang kompleks. TEYL menekankan penggunaan bahasa Inggris dalam konteks yang bermakna dan medukung pengembangan keterampilan mendengarkan dan berbicara serta pemahaman dasar struktur bahasa melalui penggunaan cerita, lagu, dan permainan. ...
Education in early childhood is the main foundation in individual development, especially in forming personality, social skills and cognitive abilities. One important aspect in early childhood education is the introduction of language, especially English which acts as a global lingua franca. This research analyses the effectiveness of the bilingual program in improving the English language skills of KG 1 students at Kiddos Preschool Gianyar. Bilingual programs are introduced through various methods such as educational games, songs, stories and murals that support language development in a natural and fun way. The research results show that this program has a positive impact on the development of students' vocabulary, comprehension and speaking skills. Factors such as interactive teaching methods, teacher and parent support, and the availability of adequate learning resources are the keys to the success of this program. Suggestions are given to increase the effectiveness of the program through innovative learning methods and continuous training for teachers, as well as strengthening collaboration with parents.
... This suggests that a well-developed vocabulary is a cornerstone of language mastery, influencing learners' success in all linguistic areas. (Cameron, 2001) also emphasized that vocabulary is a crucial knowledge resource in language acquisition. In other words, vocabulary serves as the foundation upon which language learning is built, providing the necessary tools for communication and comprehension. ...
Recognizing that English vocabulary often has multiple meanings and is used differently across various fields, vocabulary instruction must be adjusted to meet the specific needs of students and remain relevant to their chosen field of study. Therefore, a teacher should select an appropriate method for teaching vocabulary. This research examines the influence of movie clips on hospitality students' vocabulary mastery. It aims to determine whether the use of movie clips has a significant impact on hospitality students' vocabulary acquisition. Using a quasi-experimental design, this study employed pre-tests and post-tests as data collection techniques. The study was conducted at a Vocational High School in Bandar Lampung, involving 67 hospitality students selected from two classes, XPH 1 and XPH 2. The data was analyzed using a Paired Sample Test. The findings indicate a significant influence of movie clips on hospitality students' vocabulary mastery. The results showed that the Sig. (p-value) was < 0.001, meaning the Sig. (p-value) was less than Sig α = 0.05. This implies that Ho is rejected and Ha is accepted.These results reveal that movie clips have a significant influence on students' vocabulary mastery and can serve as an effective medium in the process of teaching and learning vocabulary.
... It is a stepby-step process that gradually builds upon previous progress. Due to limited linguistic input and minimal exposure to English outside the classroom, EFL learners face challenges in achieving proficiency in the language (Cameron, 2001). Fluency in English is a pre-requisite for achieving high academic success. ...
Vocabulary knowledge plays an important role in successful reading comprehension. This study aimed at exploring the relationship between vocabulary knowledge and reading comprehension gains of undergraduate level Pakistani EFL learners in the selected public sector universities of Khyber Pakhtunkhwa. In addition, the study also investigated the strength of association between their vocabulary knowledge and reading comprehension gains. The sample of the study consisted of 300 undergraduate students, selected from six public sector universities. Pearson’s Correlation, ANOVA, and descriptive statistics were run to analyze data. Results revealed statistically significant correlation between vocabulary knowledge and reading comprehension skills of these learners. The strength of association was found to be medium or typical according to Cohen’s (1988) guidelines. Results also revealed statistically significant difference in the reading comprehension skills between male and female participants. Both these groups do not differ on vocabulary knowledge. Findings of this study provided important insights and empirical evidence about Pakistani L2 learners’ vocabulary knowledge and its role in their reading comprehension abilities. Findings of the study have important implication for developing effective materials and pedagogies for L2/EFL learners in Pakistan.
... While subsequent scholarship has refined task-based methodologies through communicative language teaching (CLT) and task-based language teaching (TBLT) frameworks (Wen and Ahmadian 2019), critical implementation barriers persist in EFL contexts -especially with young learners (YLs), who face unique developmental and pedagogical challenges. Practitioners encounter three primary difficulties: (1) balancing structured instruction with learner autonomy (Littlewood 2014), (2) overcoming students' limited L2 proficiency during communicative tasks (Ellis 2003;Skehan 1998) and (3) managing young learners' shorter attention spans and preference for concrete, context-embedded learning (Cameron 2001). These operational difficulties reflect deeper theoretical ambiguities regarding task design parameters that optimally facilitate foreign lexicon acquisition for children aged 6-12, who rely heavily on multimodal input and repetition (Shitani 2016). ...
... Vocabulary supports speakers to express their opinions, ideas and feelings in communication. As Cameron (2001) states at the primary level, vocabulary is the core of foreign language learning to build useful words for students. Vocabulary is the arrangement of words into a sentence that is arranged according to aspects and uses standardized language and has meaning and also the meaning contained in each word. ...
This study was a quantitative approach with quasi-experimental research design. The descriptive quantitative methods was applied to describe the data.. The population of the study was eleventh grade students especially social studies class with a total of 81 students, consisting of 3 classes. Due to the large number of population, the researcher took a sample of 57 students. In this research, it was found that the mean of pre-test score in experimental class was 64 and in control class was found 60.14. Meanwhile, the mean of post-test score which found in experimental class was 75.31 and in control class was 68.14. It can be concluded that there were differences in the average of the students’ vocabulary in speaking at the time of pretest and posttest. It meant there was significant effect on students’ vocabulary
... Theories of second language acquisition hold that children acquire language when they get comprehensible input and engage in meaningful and enjoyable activities (Cameron, 2001;Edelenbos et al., 2006). In ECEC, such communicative activities can be songs, given they capture children's attention and raise their excitement (Kumar et al., 2022), as well as motivate them to engage verbally and physically. ...
... Penerapan metode role play dalam pembelajaran bahasa Inggris telah terbukti efektif dalam berbagai penelitian di bidang pendidikan. Menurut Cameron (2001), metode role play dapat membantu siswa untuk mengembangkan keterampilan berbicara bahasa Inggris dengan lebih alami dan spontan, karena siswa tidak hanya mendengarkan penjelasan dari guru, tetapi juga langsung terlibat dalam praktik berbicara dengan teman-teman mereka. Selain itu, metode ini juga dapat membantu siswa untuk memahami situasi komunikasi yang berbeda, seperti bagaimana berkomunikasi dengan teman, guru, atau orang lain dalam konteks yang berbeda. ...
Penguasaan bahasa Inggris saat ini menjadi salah satu keterampilan penting yang harus dimiliki oleh anak-anak, termasuk anak usia sekolah dasar. Namun, pembelajaran bahasa Inggris yang efektif dan menarik masih menjadi tantangan, terutama di daerah yang memiliki keterbatasan akses pembelajaran yang memadai. Penelitian ini bertujuan untuk mengimplementasikan metode Role Play dalam pelatihan bahasa Inggris komunikatif bagi anak usia sekolah dasar di Kabupaten Sidrap. Metode Role Play dipilih karena dianggap dapat meningkatkan keterampilan berbicara, memperkenalkan situasi komunikasi yang relevan, dan memotivasi siswa untuk berpartisipasi aktif dalam proses belajar. Pelatihan ini dilakukan dengan pendekatan yang melibatkan anak-anak dalam aktivitas bermain peran yang sesuai dengan konteks kehidupan sehari-hari. Hasil pelatihan menunjukkan adanya peningkatan yang signifikan dalam kemampuan berbicara bahasa Inggris peserta, terutama dalam penggunaan kosakata dasar dan konstruksi kalimat sederhana. Metode Role Play terbukti efektif dalam menciptakan suasana pembelajaran yang menyenangkan dan interaktif, sehingga dapat meningkatkan kepercayaan diri anak-anak dalam berkomunikasi dalam bahasa Inggris. Diharapkan, pelatihan ini tidak hanya meningkatkan keterampilan berbicara bahasa Inggris anak-anak, tetapi juga memberikan dampak positif terhadap keberlanjutan pembelajaran bahasa Inggris di sekolah dasar di Kabupaten Sidrap. Program ini diharapkan dapat menjadi model pembelajaran yang dapat diterapkan secara luas untuk membantu anak-anak menguasai bahasa Inggris dengan cara yang menyenangkan dan efektif.
... As globalization continues to develop the importance of English as a global lingua franca, understanding the motivational drivers in early language education has become increasingly significant. Many scholars have studied that early exposure to English can ensure better pronunciation, fluency, and cultural sensitivity (Cameron, 2001;Moon, 2005). However, the success of English language learning at this stage is largely dependent on the motivation of young learners, which is built by both internal and external factors (Dörnyei & Ushioda, 2011). ...
Motivation is essential to language learning, especially for young students whose mental, emotional, and social development is still in its early stages. This thematic review explores the key motivational factors influencing young learners (ages 5-12) in their pursuit of English language learning. Drawing upon 30 peer-reviewed studies published between 2010 and 2023, the review synthesizes findings through a thematic analysis framework to identify recurring themes such as intrinsic and extrinsic motivation, parental and teacher influence, classroom environment, cultural exposure, and the role of technology. The results indicate that motivation among young learners is multifaceted, with a strong reliance on supportive learning contexts and emotionally engaging instructional strategies. While intrinsic motivation drives long-term engagement, external reinforcement, such as praise or rewards, also plays a pivotal role. The study shows the importance of developed pedagogical approaches and socio-cultural awareness in sustaining motivation. Limitations include language bias and the diversity of definitions for "young learners". This review calls for further long term and cross cultural research to secure our understanding of motivational dynamics in early language education.
... All lessons are structured in a similar way, introducing learners to the topic through varied activities which focus on building listening, speaking, and writing skills and integrate pertinent grammatical elements. It is worth noting that young learners are aided in acquiring language more easily when exposed to oral and aural material (Cameron, 2001;Moon & Nikolov, 2000;Nikolov, 2009;Pinter, 2006;Rixon, 1999;Slattery & Willis, 2001, in Giannakopoulou, 2016 and for that reason the lessons include such tasks. At this stage grammatical elements are taught implicitly through the use of thematic vocabulary and set phrases in order to form the basis for the development of more complex strategies regarding later-on grammar acquisition (Ellis, 2005, in Alexiou & Mattheoudakis, 2015. ...
... It needs to be known and understood by teachers as this knowledge contributes to the improvement of teaching and learning quality, (Cemink's Voices, 2011). Cameron (2001) emphasizes that teachers need to discover the generalizations of the characteristics of children as language learners. ...
This research aimed at analyzing the perceptions and the implementation of Pedagogical Content Knowledge (PCK) of teaching English to young learners by English Primary School Teachers in Klungkung. The research design was embedded mixed method design which interpreted dominantly qualitative. The research subjects were three different English Primary School Teachers in Klungkung. The result showed that there were gaps between teachers’ perceptions and implementation of pedagogical content knowledge. The final result of teachers’ perceptions categorized as high and qualified as strong, which is in interval 3.3335 ≤ M ≤ 4.0005. Meanwhile, the final result of teachers’ implementation categorized as very low and qualified as very weak, which is in interval 0.33 ≤ M ≤ 7.41. Some challenges were found as the causes of teachers’ very weak implementation of PCK. Besides, English teachers’ awareness to improve their practice quality regarding PCK of teaching English to young learners needs improving.
... Early exposure to English literacy is crucial for non-native speakers, as it fosters cognitive development, enhances problem-solving skills, and provides a strong foundation for advanced language acquisition (Cummins, 2000). According to Cameron (2001), young learners have a natural ability to acquire a second language when provided with an engaging and meaningful learning environment. This underscores the importance of innovative instructional approaches in early English literacy development, particularly in non-English-speaking countries such as Indonesia. ...
Despite the growing emphasis on early childhood English literacy, research on the direct impact of educational technology on young learners' reading skills remains limited, particularly in the Indonesian context. Existing studies often focus on conventional teaching methods or generic digital tools without empirically testing the effectiveness of structured educational technology interventions. Addressing this gap, this study investigates how interactive educational technology enhances early English reading skills in preschoolers. Using a quasi-experimental design with a two-group pretest-posttest control setup, the research involved 60 children aged 5–6 years, divided into an experimental group (n=30) exposed to technology-assisted learning and a control group (n=30) using traditional methods. Data were collected through structured observational assessments and analyzed using an Independent Samples Test. Findings revealed a statistically significant improvement in the experimental group’s reading ability, as indicated by a p-value of 0.001 (<0.05), confirming that technology-based interventions effectively enhance young learners' English reading proficiency. This study contributes to the discourse on early literacy by demonstrating the role of digital tools in fostering emergent reading skills through engaging, interactive, and adaptive learning experiences. The results suggest that integrating educational technology in preschool curricula can bridge early literacy gaps and create an enriched learning environment. On a broader scale, these findings support the need for policy revisions in early education, advocating for digital inclusivity and pedagogical innovation to better equip children with foundational literacy skills in an increasingly technology-driven world.
... Research indicates that learners tend to adopt VLS they perceive as effective and suitable (e.g., Nation, 2001Nation, , 1990Schmitt & Schmitt, 1995;Oxford & Scarcella, 1994). However, learners may not naturally master these strategies, underscoring the need for FL instructors to provide explicit instruction in VLS to help students become autonomous and effective learners (Cameron, 2001). ...
Proficiency in vocabulary has been identified as the most critical skill for effective communication in foreign languages. Consequently, employing Vocabulary Learning Strategies (VLS) is essential for students to efficiently retain and apply new vocabulary. Recognizing the pivotal role of vocabulary and VLS in foreign language acquisition, this study addresses gaps in the existing literature regarding the use of VLS among university students learning Italian as a Foreign Language (IFL) in Malaysia. The research aims to identify the most and least utilized VLS by these learners and to evaluate their awareness of the diverse strategies available. Using a modified version of Schmitt's (1997) Vocabulary Learning Strategies Questionnaire, data were collected from 494 participants, predominantly non-advanced IFL learners. Participants rated their use of 65 individual strategies on a 5-point Likert scale, with the data analyzed through statistical methods. The findings indicate that learners were moderate users of VLS overall. Discovery strategies (Determination and Social) were the most frequently employed, followed by Consolidation strategies (Cognitive, Metacognitive, and Memory), with Consolidation-Social strategies being the least used. Popular strategies among participants included those involving technology, cross-linguistic applications, peer interaction, and rote learning. Conversely, strategies involving pictorial aids, deep cognitive processing, mnemonics, and metacognition were the least utilized. The study highlights several socio-educational factors influencing VLS use: (a) students' autonomous learning capabilities, (b) the multilingual context, (c) social-interactive teaching approaches, and (d) the need for targeted VLS training to boost students' confidence and enhance their IFL vocabulary acquisition skills.
... According to Richards (2010), substantive competence is critical as it allows teachers to adapt their instructional strategies to suit the linguistic and cognitive abilities of their students. Cameron (2001) emphasizes the importance of understanding how young learners acquire a second language, noting that teachers must be skilled in creating engaging, meaningful, and contextually relevant learning experiences that promote language acquisition. Brewster and colleagues (2004) also stress the necessity of integrating language teaching with content that is relevant to the children's world, thus ensuring that language learning is both effective and enjoyable. ...
The article aims at exploring students’ perceptions of the significance of particular teachers’ competencies in early language education. In the first part, a literature review synthesizing diverse definitions of teacher competencies based on varied criteria is presented. The second part depicts the results of a quantitative study involving a survey undertaken at the University of Bialystok, with 54 fourth-year pedagogy students majoring in early education participating. The survey instrument comprised closed-ended questions categorized into six competencies. The findings revealed that, among psychological and pedagogical competencies, skills and knowledge in fostering student motivation were deemed vital (59.3%). Educational competencies highlighted the significance of teacher’s empathy, enthusiasm, and optimism (68.5%), while substantive competencies emphasized the importance of using the foreign language during lessons (63%). Intercultural competencies highlighted the importance of teacher’s tolerance and openness (65%), and methodological and didactic competencies identified knowledge and skills in the concept of early school foreign language teaching as critical (53.7%). Among diagnostic competencies, the ability to interpret and evaluate lessons, observe and assess student involvement in linguistic activities, and recognize and understand errors were equally important (51.9%). The research outcomes offer valuable insights into the perspectives of MA pedagogy students, shedding light on the competencies they deem essential for effective early language education.
... Bu durum eğitim sistemi geliĢmiĢ ülkelerde yabancı dile verilen önemi bir kez daha açık bir Ģekilde göstermektedir. Bu durum yine çocukların öğretmenden ziyade akran gruplarını memnun etmek istemelerinden de kaynaklanmaktadır (Cameron, 2001). ...
İlkokullarda Yabancı dil (İngilizce) öğretiminde yaşanan sorunlara ilişkin sınıf ve İngilizce öğretmenlerinin görüşleri
... Teaching writing to young learners in an English as a Foreign Language (EFL) context poses unique challenges (O'g'li, 2023;Putri, 2024). Many educators, such as Liu et al. (2022), Zhang et al. (2021), and Jolly and Gentaz (2014), express concerns about developmental readiness, and question whether young learners possess the linguistic and cognitive capabilities required to compose written texts (Cameron, 2010;Cerni & Job, 2024;Ose Askvik et al., 2020). Jasrial (2019) categorized linguistic capabilities as vocabulary, grammar, spelling, and punctuation and cognitive capabilities as idea generation, clarity, coherence, and text structure. ...
Teaching writing to young learners in an English as a Foreign Language (EFL) context often met with concerns about developmental readiness. However, some studies show that young learners can benefit from creative and multimodal approaches to writing. While much has been studied on teaching speaking and listening skills, studies on visual stimuli like drawing for writing instruction at an early age are limited. This study aims to empower young learners to produce simple descriptive texts through a drawing-based writing task, using their favorite pets as the topic. Employing a case study design, this study involved one class of children, class I,I, which consisted of fourteen learners in a private English language course in Bengkulu, Indonesia. They were in the first and second grades in the elementary schools with ages between 6-7 years. Data were collected through classroom observations, student work, and reflective feedback from teachers. After young learners studied basic vocabulary and sentence structures in eight meetings, they drew their favorite pets and wrote short descriptions based on their drawings. The number of sentences that they should write ranges from four to six sentences. Each sentence contained five to eight words. The results show that young learners could write simple descriptive texts using basic vocabulary and sentence structures using drawing-based writing tasks. This technique also helped young learners generate content and reduced cognitive load during writing. These findings suggest that creative, visual-based tasks can be effective in teaching writing to young EFL learners.
... One facet of language is vocabulary. According to Cameron (2001), vocabulary is essential for using a foreign language in conversation because it is both learned through participation in discourse and is required in discourse. Learning a language can start by learning its vocabulary first (Pratama, Nurweni, & Huzairin, 2016). ...
Watching English movie is repeatedly done to enrich students’ knowledge especially vocabulary. Vocabulary competence is an individual’s great skill in using words of a language. This study aimed to find out whether there is correlation between students’ habit in watching English movies and the vocabulary competence. This study used quantitative research techniques, especially correlation study design. When selecting respondents, researchers used simple random sampling. The respondents to the survey are Grade-10 students who were officially enrolled during the academic year 2022- 2023 in Mindanao State University- Buug Campus, Laboratory Junior High School at Datu Panas, Buug, Zamboanga Sibugay. These are the following questions which need to be answered in this study (1) What is the extent of students ‘habit in watching English movies? (2) What is the level of the vocabulary competence of the students? (3) Is there any significant correlation between students’ habit in watching English movies and vocabulary competence?. Based on the findings, students’ habit in watching English movies was highly habituated with a general weighted mean of 2.99. This study also revealed that the level of the vocabulary competence of the students is 5.84 which is described as poor. In addition, two variables, students’ habit in watching English movies and the student’s vocabulary competence, both recorded a P-value of .089951. This is greater than the significance level of 0.05. Thus leads the researchers to accept the null hypothesis. Therefore, there is no significant correlation between habituation level of students on watching English movies and their vocabulary competence. This further explains that watching English movies does not necessarily redound in building the vocabulary competence of the students.
... Vocabulary is a crucial component of foreign language learning (Cameron, 2001;De Groot, 2006;Schmitt, 2008). Studies have provided empirical evidence for the positive correlation between students' vocabulary and their performance in various language tasks, such as reading comprehension (Li & Kirby, 2015;Qian, 2002), listening comprehension (Bonk, 2000;Stahr, 2009), and written language production (Daller & Phelan, 2007). ...
The study explores incidental and intentional vocabulary learning in first exposure setting among high-proficiency (HP) and low-proficiency (LP) English-as-a-Foreign-Language learners (EFLLs) learning vocabulary in a novel language. The study involved 72 university EFLLs − 37 with HP and 35 with LP in English. Participants’ incidental and intentional vocabulary learning was assessed through their performance on a translation recognition task following a letter search task. To determine the impact of incidental vocabulary learning on intentional vocabulary learning, participants’ performance on words included in the letter search task was compared with their performance on the translation recognition task of new words. Results indicate that while both groups exceeded chance level in incidental vocabulary learning, the HP EFLL group demonstrated better incidental and intentional vocabulary learning abilities compared with the LP group. LP EFLLs exhibit a flatter learning curve and improve only from the first to the fourth block while HP EFLLs significantly improve across all four blocks. Finally, both groups exhibited an incidental learning effect, but this effect seemed to be eroding in the HP EFLL group. These results extend previous findings by indicating that the incidental learning effect is not similar across all proficiency levels.
... Young learners are categorized as children from ages three to twelve years old (Ratminingsih & Budasi, 2017). According to Cameron (2002), there are several general characteristics that distinguish young learners from adult learners. For example, children tend to be more enthusiastic and active as students. ...
Bahasa Indonesia subject in Green School Bali is taught as a foreign language and integrated with a thematic approach. Based on the observation, storybooks are rarely utilized as learning materials for BIPA (Bahasa Indonesia bagi Penutur Asing) due to the limited availability of resources that meet students' needs. This study aims to design leveled storybook as supplementary teaching materials for BIPA instruction at the primary school level. The research method follows the design and development framework proposed by Richey and Klein, encompassing four main stages: analysis, design, development, and evaluation. Based on the analysis using Candiasa's formula, the developed leveled storybook was categorized as a good quality. The quality evaluation of the storybook was conducted through user judgment, which serves as a limitation of this study. The leveled storybook is expected to serve as effective learning materials to support the teaching of Indonesian as a foreign language at the primary school level.ÂAbstrakPembelajaran bahasa Indonesia di Green School Bali diajarkan sebagai bahasa asing dan diintegrasikan dengan pendekatan tematik. Hasil observasi menunjukkan bahwa buku cerita masih jarang dimanfaatkan sebagai bahan pembelajaran BIPA karena keterbatasan sumber bacaan yang sesuai dengan kebutuhan siswa. Penelitian ini bertujuan untuk merancang buku cerita berjenjang sebagai bahan ajar pendukung dalam mengajar BIPA kepada siswa sekolah dasar. Metode yang digunakan adalah desain penelitian dan pengembangan berdasarkan model Richey dan Klein, yang mencakup empat langkah utama: analisis, desain, pengembangan, dan evaluasi. Berdasarkan hasil analisis dengan menggunakan rumus dari Candiasa, produk buku cerita berjenjang yang dikembangkan dinilai berkualitas baik. Penilaian kualitas buku cerita ini dilakukan melalui user judgment, yang menjadi batasan dalam penelitian ini. Buku cerita berjenjang ini diharapkan dapat menjadi bahan pembelajaran untuk mendukung pengajaran bahasa Indonesia sebagai bahasa asing di tingkat sekolah dasar.
... Language acquisition, particularly vocabulary acquisition, plays a crucial role in language learning. Vocabulary, as one of the knowledge areas in language, plays a great role for learners in acquiring a language (Cameron, 2001). Harmon, Wood, Kiser, (2009) as well as Lines (2005) state that learners' vocabulary development is an important aspect of their language development. ...
The purpose of the study was to enhance the vocabulary proficiency among upper secondary level students in English literature subject. The study was conducted at Al Mazhar Girls' High School in Nintavur. The objective of the study were; to explore the effective teaching methods and techniques for vocabulary acquisition in English literature, evaluate students' attitudes towards using literature for vocabulary development, and provide recommendations for integrating English literature into the curriculum to enhance vocabulary acquisition. The study adopted a mixed methods approach, combining quantitative data analysis from pre-tests, mid-tests, and post-tests with qualitative insights gathered through a structured questionnaire and observational methods. The study involved a total of 35 students for the pre-test. These students were enrolled in the GCE(O/L) grade at the school. After the pre-test 20 students were selected to the sample for this study. The data collected was analysed in MS Excel. According to this research the researcher finds out significant improvement in students' vocabulary skills following the intervention, particularly through the incorporation of song-based learning, vocabulary development games, and the usage of language boards within the English literature subject. The comparison of pre-test and post-test marks further supported the success of these strategies. The questionnaire and observation data also indicated positive responses from students and provided qualitative insights into their experiences. Based on these findings, the researcher recommends that educators continue to emphasize the integration of literature-based instruction, interactive activities, and selected literary works in the curriculum to support vocabulary proficiency among students. Furthermore, the incorporation of song-based learning, vocabulary development games, and language boards has proven to be effective in engaging students and fostering their interest in learning new words and phrases.
This article examines the primary challenges associated with using
multimedia materials in early English education, including developmental
limitations of young learners, appropriateness of content, technological barriers,
and classroom management concerns. The paper also outlines potential strategies
to mitigate these issues and improve the effectiveness of audio-visual aids in
language teaching.
This research is purposed to develop an Educatif Game for learning vocabulary toward the Junior High School Students in Blitar City. The game application was created to help the students easily learn vovabulary, improve their vocabulary mastery and enjoy their English learning. The researh was categorized as Research and Development Research (R & D). The research design and development was based on Sugiyono’s model. The steps of development were: 1) potential and problem solution, 2) collecting data, 3) product design, 4) design validation, 5) design revision, 6) trial product, 7) product revision, 8) trial usage, 9) product revision, and 10) mass production. To collectt the data, the researcher did an interview, giving questionnare, and doing documentation. Descriptive qualitative was taken to analyze the data. The result of media validation in the average of 88%. This score categorized as “very good” with the interval 80%-100%. It could be concluded that the product result of game was categorized as an excellent product and valid. In the other word. The product is proper used and be applied for learning vocabulary to the junior high school students
This paper explores various approaches to lesson planning in English language teaching, emphasizing their theoretical foundations, practical applications, and impact on learner outcomes. The study underscores the importance of adaptable, learner-centered lesson planning that responds to the evolving needs of students. By examining these approaches, educators can make informed decisions to enhance their teaching effectiveness and foster meaningful language acquisition.
Kegiatan pengabdian masyarakat English for Fun bertujuan untuk meningkatkan kecakapan berbahasa Inggris siswa-siswa SD Negeri 4 Halong melalui pendekatan pembelajaran yang interaktif dan menyenangkan. Program ini berlangsung selama lima hari, dari Senin hingga Jumat, dengan topik pembelajaran meliputi weather, profession, number, dan animal. Setiap sesi dirancang dengan metode bermain sambil belajar yang memadukan aktivitas visual, auditori, dan kinestetik seperti lagu, kartu gambar, dan permainan kelompok. Kegiatan ini dilaksanakan dalam tiga tahapan, yaitu persiapan, pelaksanaan, dan evaluasi. Hasil pelaksanaan menunjukkan peningkatan penguasaan kosakata dasar siswa serta peningkatan antusiasme mereka terhadap pembelajaran Bahasa Inggris. Selain itu, mahasiswa yang terlibat memperoleh pengalaman nyata dalam mengajar dan mengembangkan empati sosial. Kolaborasi antara mahasiswa, guru, dan pihak sekolah menjadi kunci keberhasilan program ini. Ke depan, kegiatan ini diharapkan dapat diperluas cakupannya dengan materi yang lebih bervariasi serta pelibatan komunitas yang lebih luas.
The aim of this study is to examine the effects of using vocabulary learning materials
in developing vocabulary skills and enhancing speaking skills. The study used the
mixed-methods research approach. The quantitative data were obtained using English vocabulary tests using pre-test and post-test, speaking skills rubric, and the
questionnaire. The qualitative data were obtained using semi-structured interviews. The quantitative data were analysed using descriptive and inferential statistical analyses. For the descriptive analysis, means, percentages, and standard deviations were used to analyse the data, while for the inferential analysis t-tests and ANOVA were used. The qualitative data were analysed thematically. Findings for quantitative analysis showed that the significant difference between pre-test and post-test was at 0.01 level. In addition, the relationship between vocabulary development and communication skills was at 0.02 level of significance. As for the qualitative analysis, the findings showed that the majority of the participants agreed vocabulary learning materials were effective in improving English vocabulary skills and speaking skills. Thus, it could be concluded that tourist police speaking skills improved when their vocabulary development improved. It is suggested that the use of vocabulary learning materials affects the development of vocabulary skills and enhances speaking skills.
This study deals with verbal interaction between teacher and students at SMP Swasta Pahlawan Nasional. The objectives of this study were to find out the category of verbal interaction between the teacher and the students in the classroom, and the dominant category of verbal interaction in the classroom between teacher and students. Data of the research was taken from 28 students of eight grades which took an English class involved one English teacher who taught in the class. The data in this research collected by using interview and videotaping. The result of the study showed that both the teachers and the students were aware and understood that interaction was important in English learning. They also understood that to be able to interact well, they needed to practice. But, the understanding was not supported by what they did in classroom. The teacher did not give much interactive activity in class. It seemed that the teachers did not believe in the students' competence. The students were not active in practicing their English by asking questions or expressing their idea or opinion, and the most dominant interaction between teacher and students were direct teacher interaction.
The aim of this study was to investigate the students™ perception by Cake application in speaking skill. This study was conducted at XI grade of SMA Yayasan Dayah Darul Qur™an. The methodology of this study is qualitative descriptive research. The data was collected by distributing the questionnaire and interviews by divided the questionnaire into 3 aspects namely; cognitive, affective, conative. The findings show that Cake Application is appropriate for learning English, particularly for strengthening students™ speaking abilities. Based on questionnaire data of the cognitive, affective, and cognitive aspects which show that almost all students feel that Cake Application is easy to use and helps them in the learning process. The Cake Application is highly valuable since it teaches them more about learning English and how to improve their speaking talents. Students also enjoy using the application since it may change a repetitious method of learning into a speaking method of learning with the use of technology.
The object of this research is to discuss students' speaking skills using playing card techniques. This research was conducted at SMP Swasta Prayatna Medan. The research consists of two classes. In the sample, the researcher chose class VII-1 consisting of 20 students as the experimental group and class VII-2 consisting of 20 students as the control group. The total is 40 students. During this research, researchers have discovered the importance of which effect in an experimental class using the playing card technique. Students get good grades, but in the control class students get low grades. In this study, the results obtained were that the average of the experimental group was better than the average of the control group. Mx = 16 while My = 12 where t (impact) = 1.801. After the data was analyzed it turned out that the alternative hypothesis or Ha was accepted. From these data it can be concluded that there is an influence on the importance of students' speaking skills by using the playing card technique. In the teaching process, especially on students' speaking abilities.
The aim of this study was to investigate the students’ perception by Cake application in speaking skill. This study was conducted at XI grade of SMA Yayasan Dayah Darul Qur’an. The methodology of this study is qualitative descriptive research. The data was collected by distributing the questionnaire and interviews by divided the questionnaire into 3 aspects namely; cognitive, affective, conative. The findings show that Cake Application is appropriate for learning English, particularly for strengthening students’ speaking abilities. Based on questionnaire data of the cognitive, affective, and cognitive aspects which show that almost all students feel that Cake Application is easy to use and helps them in the learning process. The Cake Application is highly valuable since it teaches them more about learning English and how to improve their speaking talents. Students also enjoy using the application since it may change a repetitious method of learning into a speaking method of learning with the use of technology.
This article explores effective strategies for teaching productive skills writing and speaking to young learners in the 3rd and 4th grades. It emphasizes the importance of age-appropriate methods that foster creativity, interaction, and confidence. The article highlights the role of classroom environment, real-life contexts, scaffolding techniques, group work, and parental involvement in helping children develop a solid foundation in productive language use. It also discusses the value of integrating cultural topics, storytelling, and consistent practice in promoting fluency and motivation. The focus is placed on building students’ confidence and communication skills rather than on grammatical accuracy alone.
Background:This research aimed to find out the Improving Students’ Speaking Skills by Using Duolingo Application. Thesubject of this research was a class which consisted of 31 students at eight grade of SMP Negeri 35 Samarinda2022 Academic year. The research was conducted by using Classroom Action Research (CAR) and the techniqueof analyzing the data of this research was using quantitative data. The quantitative data were taken from the testsuch as: Pre-test and Post-test to find the mean score of students speaking. It showed that the improving of studentsspeaking skills through Duolingo application could improve students speaking skills and could give an effect onstudents speaking fluency. The students got more enthusiastic, active and interested in learning English language.So, it can be concluded that the improving of students’ speaking skills through Duolingo application was effectiveto improve their speaking fluency, pronoun, grammar, and comprehension. Methodology:This research is design to look at the problem in a class about how to fix the problem and improve StudentsEnglish skills. Findings:The researcher did the research and got the complete data from all the research instruments. Conclusion:Duolingo improves students' speaking skills. According to research, using Duolingo to practice speakingimproves speaking skills. The study found that the mean score increased in every cycle. Originality:This research aimed to find out the Improving Students’ Speaking Skills by Using Duolingo Application. ThisResearch design is to look at the problem in a class about to fix the speaking skills and the researcher did theresearch and got the complete data. From this conclusion Duolingo Application is works to help the teacher teachthe students in a class especially on their speaking ability.
This research aims to determine student learning strategies in learning English in public speaking subject through the Inventory Strategy for Language Learning (SILL) for second semester EFL students. The method used in this research was a descriptive quantitative approach. The population in this research was students in the second semester of English education, and the subjects of this study were 30 students of second semester of the English education study program for the 2021/2022 academic year at the University of PGRI Silampari. The data collection technique of this research used a questionnaire. The data analysis technique used in this research was the basic statistical technique of percentages using a likert scale questionnaire. The results of this research indicated that there were 11 students who used the "Metacognitive" learning strategy, 5 students used the "Cognitive" learning strategy, 8 students used the "Compensation" learning strategy, 6 students used the "Affective" learning strategy, 7 students used the "Social" learning strategy, there are no students used the "Memory" learning strategy. Keywords: student learning strategies, SILL, Metacognitive, second semester students
The aims of this research are to describe the students’ participation improvement and vocabulary mastery in learning activities through the implementation of drilling technique. This research was carried out due to the students having low motivation in learning. Besides, they got trouble mastering and memorizing the vocabulary so that they had the poor vocabulary. The researchers applied Classroom Action Research; the data of this research was analysed in both qualitative and quantitative methods. The researchers used observation, measurement, interviews and documentation technique to collect the data. The instruments are observation checklist, field notes, tests and interview guidelines. The findings showed that there is an improvement students’ vocabulary mastery and participation in learning activities. In cycle I, the average score of students' vocabulary mastery was 48% and in cycle II it was 77%. The students’ participation in learning activities was also improved, in cycle I was 68% while in cycle II was 79%. It can be inferred that drilling technique can improve the students’ students’ participation and vocabulary mastery in learning activities at seventh-grade in SMPN 03 Sokan.
This study aims to evaluate the effectiveness of the verbal quiz method in improving the vocabulary ability of grade VIII students at SMPN 2 Patampanua. This study used a pre-experimental design with one group pre-test and post-test. The population of this study was class VIII students at SMPN 2 Patampanua, and the sample selected was class VIII.2 consisting of 26 students. The research indicated a significant increase in students’ vocabulary ability after the treatment. The average score of students on the pre-test was 45.23, with a standard deviation of 9.64, while the average score on the post-test increased to 68.76, with a standard deviation of 15.63. The t-test value reached 6.34, higher than the t-table value of 1.708 at a significance level of 0.05 with 25 degrees of freedom. Based on the assessment rubric during the treatment, improvements were seen in several aspects, including appropriate vocabulary, speaking fluency, context understanding, and pronunciation. These results show that the increase in the average score from 37.5 in the second meeting to 60.3 in the fifth meeting shows significant improvement. Based on these findings, the writer concluded that students' vocabulary ability improved in several aspects, such as appropriate use of vocabulary, fluency, context understanding, and pronunciation, after being given the application of the verbal quiz method, which can effectively improve the vocabulary ability of grade VIII students at SMPN 2 Patampanua.
This study examines the effectiveness of incorporating online flash fiction as a pre-reading strategy to enhance reading comprehension and attitudes among college-level English as a Foreign Language (EFL) learners. Using a pretest-posttest control group design, 51 junior-level EFL students were randomly assigned to either an experimental group (n=26) or a control group (n=25). The experimental group engaged in a semester-long online listening comprehension course that was preceded by a structured viewing experience of online flash fiction on YouTube. Both groups completed the same listening comprehension course, but the control group did not engage with online flash fiction. A Reading Attitude Survey and a researcher-developed reading comprehension test were administered as pre-tests and post-tests. Independent samples t-tests and paired-samples t-tests were used to analyze the data. Findings revealed that the experimental group demonstrated significantly greater improvement in both reading comprehension and reading attitudes compared to the control group. The paper discusses these results in relation to existing literature, explores potential pedagogical implications, and suggests areas for further research.
ANNOTATION This article is about how to get young children interested in English and how to teach them English. It also provides some information on how to use games that are child-specific and appropriate to the curriculum, and how to keep them from getting bored. At the same time this article is written about the demand for English in Uzbekistan, development of this language, making it compulsory for every class in schools. At the same time, it is written about how to teach English to young children, how to make them interested, how to conduct the lesson process. It also talks about modern methods, games, learning from various multimedia, and the development of English language and comprehension skills in young children. АННОТАЦИЯ Эта статья о том, как заинтересовать маленьких детей английским языком и как обучать их английскому языку. В ней также содержится некоторая информация о том, как использовать игры, ориентированные на ребенка и соответствующие учебной программе, и как не дать им заскучать. В то же время эта статья написана о спросе на английский язык в Узбекистане, развитии этого языка, введении его обязательного для каждого класса в школах. В то же время, в ней написано о том, как преподавать английский маленьким детям, как заинтересовать их, как вести процесс урока. В нем также рассказывается о современных методах, играх, обучении с использованием различных мультимедийных средств, а также о развитии английского языка и навыков понимания у маленьких детей. Ключевые слова: современные методы, словарный запас, грамматика, мультфильмы, песни, дидактические игры, активное обучение. Aktuelle Fragen der modernen Philologie und Linguodidaktik Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari 385 April 23-24, 2024 https://cspu.uz/ International Scientific and Practical Conference ANNOTATSIYA Ushbu maqola yosh bolalarni ingliz tiliga qanday qiziqtirish va ularga ingliz ti-lini qanday o'rgatish haqida. Shuningdek, u bolalarga xos va o'quv dasturiga mos o'yinlardan qanday foydalanish va ularni zeriktirmaslik haqida ba'zi ma'lumotlarni taqdim etadi. Shu bilan birga, ushbu maqola O'zbekistonda ingliz tiliga bo'lgan talab, ushbu tilni rivojlantirish, uni maktablarning har bir sinfi uchun majburiy qilish haqida yozilgan. Shu bilan birga, yosh bolalarga ingliz tilini qanday o'rgatish, ularni qanday qiziqtirish, dars jarayonini qanday o'tkazish haqida yozilgan. Shuningdek, unda zamonaviy usullar, o'yinlar, turli multimediyalardan o'rganish, yosh bolalarda ingliz tili va tushunish ko'nikmalarini rivojlantirish haqida so'z boradi.
In today's interconnected world, educators face the challenge of preparing students not only to excel academically but also to become informed and responsible global citizens. Integrating global issues into the English language classroom provides a unique opportunity to engage students in meaningful discussions, promote critical thinking, and foster empathy and cultural understanding. This article explores the benefits and strategies of integrating global issues in the creative English language classroom.
This study investigates the effectiveness of a proposed educational program based on a religious storytelling strategy in enhancing verbal communication skills among third-year middle school students. Conducted at the New Mejbari Middle School in Djelfa, Algeria, the study aims to address the growing need for innovative teaching methods that foster linguistic and cognitive development while incorporating cultural and moral values. The program is designed to integrate religious narratives into classroom activities, promoting active student participation through storytelling sessions, discussions, and interactive verbal exercises. The research adopts a quasi-experimental design, involving a sample of 60 students divided into an experimental group and a control group. Data collection tools included a pre-test and post-test measuring verbal communication proficiency, supported by qualitative observations of student engagement during the program's implementation. Statistical analysis of the results revealed a significant improvement in the experimental group's verbal communication skills compared to the control group, demonstrating the program's effectiveness. The findings emphasize the pedagogical value of religious storytelling in fostering both linguistic competence and moral education. This study highlights the importance of culturally relevant teaching strategies and offers recommendations for incorporating similar approaches in other educational contexts to enhance students’ verbal communication and holistic learning experiences.
This study was invertigated what kinds of writing difficulties faced by eleven grade students of SMA Negeri 1 Bolano. The aims of this study to find out kinds of the writing difficultie in descriptive paragraph. This research used a descriptive qualitative design to exporing the data. Student’ assignment from the teacher as the instrument of the data. five types of difficulties writing in descriptive paragraph as the finding in this research The difficulty classfie are spelling, capitalization, grammatical, vocabulary, and punctuation. From the data, the resercher found that the most frequent difficult made by students in decriptive pragraph is spelling ( twelve errors). It indicates that the students lack understading of how write the correct word. In light of the limitations identified in this study, It is recommended for future researchers who attempt the same case of this research to develop deeply the difficulties in writing descriptive paragraph to enhance the available references. Additionally, employing alternative to data collection methods, such as interviews and questionnaires, would yield more comprehensive insights into the specific factors contributing to the observed of the difficult and errors of writing descriptive paragraph.
In this current era of globalization, there is a need for English instructors to improve their inactive learners' confidence so as they can be capable of participating actively in oral classroom activities. Based on this issue, the study aimed to identify the obstacles and causes faced by learners of English at the primary stage, and the most appropriate solutions to overcome these challenges. The research sample consisted of (65) fourth-grade students in (New Dohuk) and (Parlaman) schools. The researchers used a personal interview with the research sample students to demonstrate and measure the speaking challenges faced by learners of English. Each student will undergo such an interview to consider speaking problems and possible causes. The results showed and suggested that some students had difficulty communicating for various reasons. The researchers recommend conducting more research and studies on the speaking challenges faced by English language learners. The objective of the research is to describe the peaking barriers and analysis of student's barrier besides to the procedure of the Fishbowl strategy in teaching speaking English. "This research is the implementation of primary school in our schools". The instrument of the research is an observation sheet, filed note, documentation, and recording. The design of the research used in this study is descriptive qualitative research. The description of the research finding showed about Fishbowl strategy in teaching speaking that have been identified through observation sheet and field notes. The researcher gets the data through the teacher and student's activities in the teaching and learning process through tests and data. Outcomes seems to be good to use Fishbowl technique but there are a number of barriers if it will be used at normal classrooms of the governmental school but it could be more convenient for the private schools.
This study aims to examine the impact of the Quizizz application on vocabulary mastery as part of English learning exercises among tenth-grade students at SMK Negeri 2 Panyabungan, focusing on recount text topics. It addresses challenges such as limited vocabulary mastery, low motivation and interest in learning English, and insufficient opportunities for practice. A quantitative approach with a quasi-experimental design was employed, involving experimental and control classes. Data collection included pre-tests, treatments, and post-tests using 20 multiple-choice questions on recount texts. The findings revealed that the experimental class, which used Quizizz, had a higher average post-test score (82) compared to the control class (67.5). Data analysis using the t-test showed a t-count of 4.965 and a sig. tailed (p) score of 0.001, with α = 0.05 and degrees of freedom (df) = 19. Since p < α (0.001 < 0.05), the alternative hypothesis was accepted, and the null hypothesis was rejected. These results indicate that using the Quizizz application significantly enhances students’ vocabulary mastery compared to traditional teaching methods. The study highlights the effectiveness of Quizizz in addressing vocabulary and engagement issues in English learning.
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