EFL Studies

Bridging the Technological Gap in English Language Teaching Classrooms of India with Comic Books

EFL Studies/V16N32024

134 views

Jubi Das^1* & Debasish Mohapatra²
¹Research Scholar, Department of English, Tezpur University, Assam, India. *Corresponding author.
²Associate Professor, Head, Department of English, Tezpur University, Assam, India.

^{Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.05g}
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Abstract

With the turn of the century, as new forms of media emerged along with technological innovations, it transformed how students perceive information, making them mostly audio-visual learners. However, despite various educational benefits, there is a gap in the accessibility of these technological innovations across schools in India, depriving students of an engaging way of language learning. This study examines the potential of an easily available and appealing multimodal resource, the comic book, for English language learning. It delves into the potential of physical comic books as an innovative tool to bridge the gap between traditional approaches and technology-assisted approaches in schools of marginalized areas of India. As it is crucial to understand students’ interests and perspectives for the successful implementation of an innovative tool, this study was conducted among 369 students of private and government schools in Assam, India and observed a positive response. It also highlighted the potential for improvement in certain language skills using comic books under proper guidance.

Keywords: English Language Teaching, Government and private schools, Comic books.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 31 August 2024. Revised: 25 October 2024. Accepted: 27 October 2024. First published: 28 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India
Citation: Das, J. & Mohapatra, D. (2024). Bridging the Technological Gap in English Language Teaching Classrooms of India with Comic Books. Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.05g

The Use of Technology in Developing HSC Level Students’ English Language Proficiency: A Perception Study

EFL Studies/V16N32024

131 views

Marium Jamila¹, Md. Munibur Rahman^2* & Zahid Hasan^{3 ,}
^1,2,3Department of English, Jashore University of Science and Technology, Bangladesh.

^{Rupkatha Journal, Vol. 16, Issue 3, 2024. https://doi.org/10.21659/rupkatha.v16n3.04g}
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Abstract

In today’s competitive world, the use of technology across diverse sectors is on the rise, and language learning is no exception. As higher secondary level (HSC) students badly need to be proficient in English to pursue higher education and build up their future careers, young learners profusely use various technologies as learning tools to make the process of language learning easy and affordable. So, this study investigated the varied impacts and implications of using technology on the development of the HSC level students’ English language proficiency in Bangladesh. To explore the students’ perceptions of technology usage in developing their English language proficiency, this research collected data from 235 learners from two districts in Bangladesh, employing a questionnaire consisting of both closed-ended and open-ended items. The findings revealed that most students use different technological tools for learning English. They have very positive perceptions of the utility and effectiveness of technologies in language learning, though difficulties like the high cost of tools, unavailability of free programs and software, over-reliance on technology tools, etc., were also reported. To overcome the obstacles associated with this issue, necessary support and measures were also suggested. The findings are expected to provide valuable insights into adopting policies and using technology to develop student’s English language proficiency.

Keywords: English Language Classrooms, HSC Level, Language Learning, Language Proficiency, Technology.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 27 August 2024. Revised: 25 October 2024. Accepted: 27 October 2024. First published: 28 October 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India
Citation: Jamila, M., Rahman, M.M. & Hasan, Z. (2024). The Use of Technology in Developing HSC Level Students’ English Language Proficiency: A Perception Study. Rupkatha Journal 16:3. https://doi.org/10.21659/rupkatha.v16n3.04g

Implementation of Reinforcement Learning Algorithm in the Development of English Language Learning Skills

EFL Studies/V16N22024

864 views

Gomathi R D^1* , Punithaasree K S² , Vijaya Kala S³ , Maheswaran S⁴
¹Department of English, Kongu Engineering College, Erode, India. *Corresponding Author
²Department of English, Nandha Engineering College, Erode, India.
³Department of English, Gnanamani College of Technology, India.
⁴Department of Electronics and Communication Engineering, Kongu Engineering College, Erode, India.

^{Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.35g}
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Abstract

Given the increasing importance of English proficiency in today’s globalized world, this study introduces an innovative approach to learning the language. Recognizing the complexities of language acquisition, the research proposes a novel method that combines recent advancements in reinforcement learning algorithms with educational knowledge to create a flexible and adaptive learning environment. This methodology charts a personalized learning path by thoroughly evaluating students’ reading, listening, and observational skills. By meticulously developing an application based on the suggested technique, 50 participants engaged in a practical application that utilized reinforcement learning algorithms to evaluate student performance and identify individual strengths. The continuous effectiveness assessments demonstrate the model’s resounding success, with an impressive 98% course completion rate and 97% accuracy. The platform aims to enhance cross-linguistic abilities, such as critical thinking and effective communication, alongside traditional language proficiency. This method empowers students globally by seamlessly integrating cutting-edge technology with pedagogical insights, offering a tailored and dynamic learning environment to help students thrive in the evolving educational landscape of the 21st century.

Keywords: Reinforcement learning algorithm, English, Artificial Intelligence, Language.

Conflicts of Interest: The authors declared no conflicts of interest.
Funding: No funding was received for this research.
Article History: Received: 29 February 2024. Revised: 25 June 2024. Accepted: 26 June 2024. First published: 30 June 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India
Citation: Gomathi, R. D. & Punithaasree, K. S. & Vijaya, K. S. & Maheswaran, S. (2024). Implementation of Reinforcement Learning Algorithm in the Development of English Language Learning Skills. Rupkatha Journal 16:2. https://doi.org/10.21659/rupkatha.v16n2.35g

Inclusive Integrativeness: A New Approach to ESL Learning in Multilingual Contexts

EFL Studies/V16N22024

647 views

Urbashi Borbora^1* & Debasish Mohapatra²
¹Ph.D. Scholar, Dept. of English, Tezpur University, Assam, India. *Corresponding author.
²Head, Dept. of English, Tezpur University, Assam, India.

^{Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.33g}
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Abstract

This paper introduces ‘Inclusive Integrativeness’ as a novel approach to address ESL classroom challenges, focusing on learners’ diverse linguistic backgrounds. Unlike traditional integrativeness, which aims for assimilation into the target language and culture, this approach embraces multilingual identities. In multilingual regions like Assam, India, it emphasizes the importance of learners’ reflexivity on their linguistic repertoire to develop an inclusive multilingual identity. The study also advocates for classroom practices such as translanguaging and culturally relevant materials. A survey of 105 secondary school students in Assam revealed positive perceptions towards inclusive multilingual identity and the use of these practices. The findings support ‘Inclusive Integrativeness’ as a comprehensive pedagogical approach for integrating multilingualism and English proficiency in ESL education.

Keywords:ESL classroom, culturally relevant materials, Inclusive Integrativeness, Integrativeness, Multilingual identity, Multilingualism, Translanguaging.

Conflicts of Interest: The authors declared no conflicts of interest.
Funding: No funding was received for this research.
Article History: Received: 29 February 2024. Revised: 25 June 2024. Accepted: 26 June 2024. First published: 28 June 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India
Citation: Borbora, U. & Mohapatra, D. (2024). Inclusive Integrativeness: A New Approach to ESL Learning in Multilingual Contexts. Rupkatha Journal 16:2. https://doi.org/10.21659/rupkatha.v16n2.33g

Exploring English Teaching Materials and Methods at the HSC Level: An Empirical Study

EFL Studies/V16N22024

824 views

Md. Munibur Rahman¹ , Marium Jamila^2*& Farhana Yeasmin³
^1,2Department of English, Jashore University of Science and Technology, Jashore, Bangladesh. *Corresponding Author.
³Department of English, Jashore University of Science and Technology, Jashore, Bangladesh.

^{Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.10g}
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Abstract:

This study focused on the teaching-learning materials and methods used by the teachers at the Higher Secondary Level in Bangladesh. This study tried to find out the types of methods and materials used by the teachers, how they used these, and how these catered to the diverse needs of the learners. This research followed a quali-quantitative method using questionnaire surveys and semi-structured interviews. A total of 530 students, 28 teachers, 10 teacher-interviewees, and 5 key informants participated in this study. The findings revealed that the materials and methods employed in teaching English at the Higher Secondary Certificate (HSC) level do not align with the curriculum objectives. Moreover, the teachers follow a medley of methods and materials that neither significantly match the latest teaching-learning approaches nor serve the purpose of making the students proficient in English. It was also found that most teachers have no training in language teaching methods, materials, and pedagogy. So, this study felt the necessity for arranging teacher training, redesigning materials, and creating interactive teaching-learning environments to ensure learners’ more comprehensive grasp of English language proficiency in real contexts.

Keywords: ELT, Teachers’ Training, HSC Level, English Classrooms.

Conflicts of Interest: The authors declared no conflicts of interest.
Funding: No funding was received for this research.
Article History: Received: 05 February 2024. Revised: 01 June 2024. Accepted: 02 June 2024. First published: 03 June 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India
Citation: Rahman, M. M. & Jamila, M. & Yeasmin, F. (2024). Exploring English Teaching Materials and Methods at the HSC Level: An Empirical Study. Rupkatha Journal 16:2. https://doi.org/10.21659/rupkatha.v16n2.10g

Assessing the Effectiveness of Quizizz Mobile App in Improving Grammar Competence among EFL Students

EFL Studies/Vol16N12024

926 views

Nguyen Ngoc Vu¹^*, Kwok Thoai Nhi², Tran Ngoc Ha³ , Bui Duc Tien⁴
^1,3Ho Chi Minh City University of Foreign Languages – Information Technology. *Corresponding author.
²Ton Duc Thang University.
⁴Ho Chi Minh City University of Education.

^{Rupkatha Journal, Vol. 16, Issue 2, 2024. https://doi.org/10.21659/rupkatha.v16n2.01g}
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Abstract
With the increasing popularity of mobile technology, there is growing interest in exploring its potential for enhancing learning outcomes. This study aimed to investigate the impact of using Quizizz, a mobile application, on high school students’ grammar competence and their perceptions of the app for grammar learning. The study employed a mixed-methods approach with a quasi-experimental design, involving 92 11th-grade students at a high school in Vietnam. The experimental group received 17 weeks of grammar instruction using Quizizz, while the control group received traditional instruction. The results revealed that students in the experimental group significantly outperformed their peers in the control group, highlighting the positive impact of Quizizz on high school students’ grammar competence. Additionally, students’ perceptions of Quizizz for grammar practice were generally positive, as indicated by the questionnaire and interviews. The findings suggest that Quizizz can be an effective tool for enhancing grammar learning in high school students, and teachers should consider incorporating more mobile learning tasks into their instruction. Further research is needed to determine the generalizability of the results to a larger population of EFL learners.

Keywords: Mobile technology, Quizizz, Grammar competence, EFL learners.

Conflicts of Interest: The authors declared no conflicts of interest.
Ethical Consideration: Informed consent was obtained from all the participants of the study.
Funding: No funding was received for this research.
Article History: Received: 14 December 2023. Revised: 01 April 2024. Accepted: 02 February 2024. First published: 10 April 2024.
Copyright: © 2024 by the author/s.
License: License Aesthetix Media Services, India. Distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Published by: Aesthetix Media Services, India ?
Citation: Vu, N.N. & Nhi, K. T. & Ha, T. N. & Tien, B. D. (2024). Assessing the Effectiveness of Quizizz Mobile App in Improving Grammar Competence among EFL Students. Rupkatha Journal 16:2. https://doi.org/10.21659/rupkatha.v16n2.01g

A Reflective Practice of Intensive Teaching of EFL to Non-English Majors in a Hybrid Mode: Insights from an EFL Class from Eastern Siberia

EFL Studies/Sustainable Development Goals/V15N42023

385 views

Sidorova L.V. ¹, Lukina N.A. ²
¹Department of Modern Languages in Sciences, M.K. Ammosov North-Eastern Federal University, Russian Federation.

Rupkatha Journal, Vol. 15, Issue 4, 2023. https://doi.org/10.21659/rupkatha.v15n4.05
[Article History: Received: 17 September 2023. Revised: 27 October 2023. Accepted: 28 October 2023. Published: 31 October 2023]
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Abstract

The article discusses the intensive English language training for non-English major students at the North-Eastern Federal University, Russia’s Far East region. This study checks out the efficacy of an intensive hybrid teaching model in undergraduate students. The intensive method of teaching is aimed at creating an activating environment for the concurrent development of English skills in non-English major students. The theory of the intensive methodology in the EFL field has been studied in Russian and international research. The intensive hybrid training model combining digital and face-to-face instruction is presented in this article. During the intensive training, 100 undergraduate non-English major students took part in experimental learning. Placement test for students was conducted at the start of the academic year and the final test upon completion of the academic year. The results of the test in the control and experimental groups are also presented. Moreover, the problems in using the intensive hybrid training model are identified.

Keywords: intensive training, communicative competence, interactivity, EFL, short-term learning, hybrid teaching model, English skills, digital learning

Sustainable Development Goals: Quality Education
Citation: Sidorova, L.V. & Lukina, N.A. (2023). A Reflective Practice of Intensive Teaching of EFL to Non-English Majors in a Hybrid Mode: Insights from an EFL Class from Eastern Siberia. Rupkatha Journal 15:4. https://doi.org/10.21659/rupkatha.v15n4.05

Types of Code-switching among Young Adults with Bilingualism

EFL Studies/Linguistics/Vol15N32023

447 views

Ruba S ¹, Prabhu S ², Kala Samayan ³
¹^,2,3 Department of Audiology & Speech Language Pathology, SRM Medical College Hospital & Research Centre, SRM Institute of Science and Technology, Chennai-603203, Tamil Nadu, India.
Rupkatha Journal, Vol. 15, Issue 3, 2023. https://doi.org/10.21659/rupkatha.v15n3.08
[Article History: Received: 17 May 2023. Revised: 19 August 2023. Accepted: 19 August 2023. Published: 20 August 2023.]
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Abstract

The present study aimed to analyse and compare various forms of code-switching among adult male and female Tamil-English bilinguals. This research involved thirty bilingual (Tamil and English) adults between the ages of 18 and 25. Each participant was given an updated version of the cookie-theft picture and asked to describe it in Tamil. The various kinds of code-switching, such as tag switching, intra-sentential switching, and inter-sentential switching, were identified through the data analysis. Results indicated that language switching occurs more frequently between phrases and that female participants exhibit code-switching significantly higher than male participants, particularly in tag switching. The study findings can help linguists and speech-language pathologists understand the various types of code-switching employed by Tamil-English bilinguals. However, a larger population needs to be studied for further investigation.

Keywords: Code-switching, Bilingualism, Intra-sentential switching, Inter-sentential switching, Tag switching.
[Sustainable Development Goals: Quality Education]
Citation: S, Ruba, Prabhu S, Kala Samayan. 2023. Types of Code-switching among Young Adults with Bilingualism. Rupkatha Journal 15:3. https://doi.org/10.21659/rupkatha.v15n3.08

Effects of Dynamic Assessment of Grammatical Structures on Learners’ Speaking Accuracy: The Case of Hawassa University, Ethiopia

EFL Studies/Vol15N32023

372 views

Abayneh Feleke Managdew¹& Taye Regassa Seda ²
^1,2Department of Foreign Languages and Literature, College of Humanities, Language Studies, Journalism and Communication, Addis Ababa University, Ethiopia.

Rupkatha Journal, Vol. 15, Issue 3, 2023. https://doi.org/10.21659/rupkatha.v15n3.06
[Article History: Received: 30 January 2023. Revised: 18 August 2023. Accepted: 19 August 2023. Published: 20 August 2023.]
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Abstract

One of the central problems second language (L2) students face during speaking is the frequent use of ungrammatical structures. Scholars suggest Dynamic assessment (DA), which integrates language instruction and assessment in L2 classrooms, is very helpful in enhancing learners’ speaking accuracy. However, the DA as an L2 instruction/assessment approach and the Weighted Clause Ratio [WCR] as a method of analyzing speaking accuracy has never been addressed in Ethiopia before. Therefore, this research examined the extent of the effects of DA on English language structures during dialogues on learners’ speaking accuracy during monologues. To do so, an experimental study was conducted on 48 second-year English language students of Hawassa University, Ethiopia. The participants took static pretests prepared based on the IELTS Speaking Exam Syllabus. Subsequently, each student’s monologue was transcribed and the grammar accuracy was scored using a Weighted Clause Ratio (WCR). Then, the students (n=48) were assigned to the experimental and control groups based on systematic random sampling, and the equivalence of these two groups was checked. Finally, the treatment group received DA of speaking skills, whereas the control group got a Non-dynamic assessment (NDA) of speaking skills for 12 weeks. The result showed that DA had a statistically significant effect on students’ oral accuracy. The finding implies that applying DA in ELT classrooms helps to sp facilitate learners’ L2 acquisition.

Keywords: dynamic assessment, non-dynamic assessment, grammatical structures, speaking accuracy, Weighted Clause Ratio (WCR), second language.
[Sustainable Development Goals: Quality Education]
Citation: Managdew, Abayneh Feleke & Taye Regassa Seda. 2023. Effects of Dynamic Assessment of Grammatical Structures on Learners’ Speaking Accuracy: The Case of Hawassa University, Ethiopia. Rupkatha Journal 15:3. https://doi.org/10.21659/rupkatha.v15n3.06

Vietnamese Teachers’ Beliefs About Fostering Learner Autonomy in English Teaching and Learning

EFL Studies/Sustainable Development Goals/Vol 15 No 2

330 views

Duyen. N. T. Ngo¹, Vy. T. M. Luu²
¹Ho Chi Minh City University of Economics and Finance, Vietnam. ORCID: 0000-0002-7314-1352. Email: duyennnt@uef.edu.vn
²Ho Chi Minh City University of Economics and Finance, Vietnam. ORCID: 0000-0003-0231-3863. Email: vyltm@uef.edu.vn

[Received 23 January 2023, modified 23 June 2023, accepted 15 July 2023, first published 29 July 2023]

Rupkatha Journal, Vol. 15, Issue 2, 2023. https://doi.org/10.21659/rupkatha.v15n2.27
Full-Text PDF Issue Access

Abstract
Driven by rapid technological developments together with social and economic changes, the demand for flexible education has grown in a way that the cultivation of learner autonomy (LA) has become a worldwide phenomenon, especially in language learning and teaching. In this sense, the study reported here makes further contributions to the understanding of teachers’ beliefs in fostering LA in English learning and teaching at the tertiary level in Vietnam. The study adopted a complete qualitative approach to exploring how 10 Vietnamese teachers perceive LA based on their previous teaching experiences. Data analysis from an in-depth interview reveals that participants gave multiple interpretations of LA and admitted that Vietnam’s deep-rooted traditional teaching culture causes the main constraints on developing autonomous learning. Besides, these teachers seem fully aware of the significance of LA but not the “how” in assisting learners with exercising LA both within and beyond educational settings. The findings also propose some pedagogic implications for teacher development as well as curriculum development in English learning and teaching at tertiary levels.

Keywords: teachers’ beliefs, learner autonomy, English language learning, Vietnamese context.
[Sustainable Development Goals: Quality Education]

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