S. N. Jeevarathinam’s scientific contributions

This research study aimed to investigate the impact of Computer Assisted Language Learning (CALL) on English as a Second Language (ESL) instruction in the classroom. The integration of CALL had gained increasing attention in language learning due to its potential to enhance instructional practices and learner outcomes. However, empirical research was needed to examine the specific effects of CALL in the ESL context. The study began with a comprehensive literature review to identify gaps and areas requiring further investigation. Specific research questions were formulated to address these gaps. The research design was determined based on the objectives, utilizing an appropriate methodology such as experimental, quasi-experimental, or mixed methods design. Participants consisted of ESL learners from a specific age group or proficiency level, and a suitable sample size and sampling method were determined. Data collection involved various methods such as surveys, observations, interviews, and pre/post-tests to gather comprehensive data. Ethical considerations were addressed, ensuring informed consent and data privacy. The collected data were analyzed using appropriate statistical or qualitative analysis techniques. The results were interpreted to answer the research questions and contribute to the understanding of the impact of CALL on ESL instruction. Visual representations, such as charts and graphs, were included to enhance the presentation of results. The discussion and conclusion provided an interpretation of the findings and their implications for ESL instruction and the integration of CALL. Comparisons with previous research were made, and the limitations of the study were acknowledged. Recommendations for ESL teachers, curriculum developers, and policymakers were provided based on the study's findings. Finally, suggestions for future research were presented to further explore the potential of CALL in the ESL classroom. The research study aimed to contribute to the field of language learning and provide insights that could inform pedagogical practices and instructional design.

This study aimed to unravel the influence of anxiety on language learning and examine its implications for student behavior and academic performance. A comprehensive review of existing literature was conducted to explore the causes, manifestations, and effects of anxiety on language learners. The relationship between anxiety and student behavior in language learning contexts and its impact on academic performance was a particular focus of the investigation. A mixed-methods approach was employed, utilizing both quantitative and qualitative data collection methods. Surveys, interviews, and observations were used to gather data on anxiety levels, student behavior, and academic performance. The collected data were analyzed using appropriate statistical and qualitative analysis techniques to identify patterns, trends, and correlations. The findings of this study contribute to the existing body of knowledge on anxiety in language learning and provide valuable insights into its implications for student behavior and academic performance. By understanding the impact of anxiety, language educators and institutions can develop effective strategies to support language learners and create a more conducive learning environment. Addressing anxiety in language learning has the potential to enhance student outcomes and promote a positive language-learning experience.

The study explores the pervasive use of mobile computing devices, such as laptops, smartphones, and tablets, since the emergence of mobile learning in 2005, notably within the educational sphere. Brooks (2016) conducted a comprehensive quantitative survey involving over 72,000 students from 12 countries, revealing staggering ownership statistics: 96 percent of students possess smartphones, while 93 percent own laptops. Moreover, an overwhelming majority, exceeding ninety-three percent, deem these devices essential for their academic achievements. Examining people's attitudes toward utilizing mobile technology for language learning reveals a diverse landscape of results, often skewed towards negative perspectives. However, these studies frequently neglect to encompass specific student-held viewpoints and overlook the potential of mobile technology in facilitating learning for individuals with diverse educational approaches. To address these gaps, this research spanned two years and involved surveys, interviews, pre-tests, and background checks, engaging 57 instructors across 46 Vietnamese institutions. The primary aim was to illuminate the trajectory of Mobile Assisted Language Learning (MALL). The study's findings delineate five distinct attitudes toward mobile technology-enabled self-directed learning, prompting the development of tailored strategies for different student cohorts.

This study investigates the efficacy of incorporating gamification methodologies to facilitate English language acquisition within the academic setting of engineering colleges in Tamil Nadu. The emphasis lies in addressing the language barriers faced by students pursuing technical education by integrating engaging and interactive game-based approaches into the pedagogical framework. By employing various gamified strategies, such as language-oriented puzzles, simulations, and interactive digital platforms, this research aims to enhance language proficiency, communication skills, and overall engagement among engineering students. The study employs both qualitative and quantitative methodologies to assess the impact of gamification on English language learning outcomes. Additionally, the research analyzes the perceptions of students and educators regarding the effectiveness and acceptance of these innovative techniques. The findings are expected to provide valuable insights into the integration of gamification as a supplementary tool for improving English language proficiency in technical educational institutions.