Early childhood is a critical period for growth and language development, including the ability to communicate effectively. In modern educational institutions, alongside Indonesian as the mother tongue, English is often introduced as a foreign language. Teaching English to young children is approached through engaging and educational activities designed to enhance their language skills. This study employs Participatory Action Research (PAR) involving 41 kindergarten students as participants. Effective methods include singing, reading bilingual storybooks, giving instructions in English, and role-playing. Singing helps children recognize English sounds and rhythms naturally, while bilingual storybooks enrich vocabulary by linking English words to familiar contexts. Role-playing, particularly bilingual mini-theater, stands out as a prominent method. In this activity, children interact using a mix of Indonesian and English dialogues, fostering both language skills and enjoyment. By participating in such dialogues, they deepen their understanding of English words in context. Additionally, instructions given in English during role-play help children familiarize themselves with hearing and responding to the language, promoting internalization. The findings highlight that the bilingual mini-theater approach fosters a dynamic learning environment that promotes vocabulary acquisition, expressive communication, and practical language application. These creative activities make learning interactive and enjoyable, effectively supporting early childhood English language development.

The study aims at a deeper understanding of English classroom environment (CE) and foreign language enjoyment (FLE) in the context of a Chinese university and further explores the relationship among CE, FLE, and students’ performance in learning English as a foreign language. The 336 participants in this study were mostly from science departments, and about one-third of them came from Tibet and Xinjiang Autonomous Region. The findings indicate that the participants’ CE and FLE were at a moderate level and that significant positive correlations were detected among CE, FLE and English performance. The study has some practical implications for EFL (English as a foreign language) teaching and learning: (a) The establishment of a good healthy CE can effectively promote students’ performance; (b) The students’ FLE can help them learn English better; (c) Teachers and students should attach importance to the process of English learning, where teachers ought to actively play their part in building a healthy CE and enhancing students’ sense of FLE in English learning.

Speaking is one of the most challenging skills in studying English, raising concerns among many English teachers about how to help improve their students’ speaking performance. While many shy students prefer to work individually, others indicate their competence in group work. Therefore, this study investigates the effect of group discussion in authentic role-play on the speaking performance of English as a Foreign Language (EFL) young learners at a suburban primary school in the Mekong Delta, Vietnam. Participants in this study include 80 students: an experimental group (N=40) and a control group (N=40). During six weeks of the role-play session, experimental group students will work in groups, whereas the control group’s participants will prepare individually. Pre-tests and post-tests were employed to examine the students’ speaking performance, and interviews are conducted to compare students’ perceptions of the two role-play formats. The results from the speaking test show that the scores of the experimental group were higher than those of the control group. In the experimental group, five components are improved: pronunciation, content, vocabulary, grammar, and fluency. In contrast, only three components (pronunciation, content, and grammar) are enhanced in the control group. The findings from the interviews revealed that students of both group discussion and individual work engaged in role-play activities and substantially improved their language skills. However, they also faced some challenges in effectively using the two formats of role-play during speaking lessons.

Oral presentations are a great tool for English as a Foreign Language (EFL) students, especially at a university in southern Vietnam. This study results from comparing the benefits and drawbacks of oral presentations from the vantage point of fifty final-year English majors. Ten participants had structured interviews using a mixed-methods approach combining data collection with a 27-item questionnaire. Results reveal that oral presentations significantly increase vocabulary learning (M = 4.42), grammatical understanding (M = 4.22), and creativity (M = 4.46) in preparation. Over presentations, students note higher confidence (M = 4.06), coherence (M = 4.06), and public speaking abilities (M = 4.32). Comments following presentations help to build critical thinking (M = 4.14) and quick reaction skills (M = 4.24). Still, there are problems with low vocabulary (M = 3.74), speaking anxiety (M = 4.00), and fluency concerns (M = 3.82). Notwithstanding these obstacles, oral presentations clearly improve speaking abilities and encourage student autonomy. Hence, their advantages exceed their disadvantages. Future training seminars should focus on psychological and language barriers to maximize the possible application of the method.

Feedback is a crucial element in writing instruction; however, its effectiveness is still debated among scholars. This study investigates the effectiveness of teacher and peer feedback in improving spelling and punctuation skills using a quantitative experimental design that involved two pre-intermediate writing classes at the International Maritime College Oman. Twenty-six participants were randomly selected from both classes. Students' spelling and punctuation errors were assessed using a pre-test–post-test design and data were analyzed using Microsoft Excel and SPSS. Results indicated that teacher feedback significantly improved both spelling and punctuation, whereas peer feedback improved punctuation but led to a decline in spelling. Overall, teacher feedback outperformed peer feedback in enhancing writing accuracy. Due to the small sample size and focus on academic essays, findings may not be generalizable. Future research should explore additional writing genres and include larger, more diverse participant groups.

With increasing scholarly attention to the role of emotions in language learning, boredom, a prevalent yet often overlooked negative emotion in educational settings, has emerged as a significant research focus. Understanding boredom in language learning is crucial because it directly impacts students' motivation, engagement, and long-term achievement. Given that, this study investigates the level of English learning boredom (ELB) among Chinese high school students, examining potential differences across genders and grades. Using a mixed-methods approach, the research collected quantitative data through a questionnaire survey of 748 high school students in Northeast China, supplemented by qualitative insights from semi-structured interviews with 5 students. The findings revealed that students generally exhibited a low level of English learning boredom, meaning they rarely felt disinterested or bored in class. No statistically significant differences were observed between genders or across grade levels. Our interview results added further nuance to the quantitative findings.  Future research could expand the sample scope to include diverse geographical and socio-economic backgrounds and employ longitudinal approaches to track boredom dynamics over time. The study contributes to the growing body of literature on emotions in language learning and offers practical implications for educators seeking to reduce boredom and enhance student engagement in English classrooms.

Integrating critical thinking (CT) into English as a Foreign Language (EFL) instruction has become a pedagogical imperative in higher education, particularly in contexts striving to foster 21st-century competencies. While existing research has largely focused on intervention programs and theoretical models, there is a limited qualitative understanding of how EFL instructors embed CT within the actual teaching of language skills. This study investigates the pedagogical approaches employed by Indonesian university instructors to promote CT in reading, writing, listening, and speaking courses. Guided by the research question: What pedagogical approaches do Indonesian university EFL teachers use to promote CT in the teaching of the four language skills?, the study employed a qualitative research design. Data were collected through semi-structured interviews with eight EFL instructors (two per skill) from three private universities in Jakarta. Thematic analysis revealed four core themes: conceptualizing CT, skill-specific instructional strategies, challenges in implementation, and perceived student development. Findings indicate that while instructors share a strong commitment to CT, its integration is shaped by skill type, student proficiency, and institutional constraints. The study contributes novel qualitative insight into classroom-based CT pedagogy and offers practical implications for teacher education and curriculum design. Limitations include a small, urban-focused sample. Future research should consider broader, comparative contexts and incorporate student perspectives to deepen understanding and applicability.

Duolingo has become one of the most widely used gamification apps for learning English, mostly for vocabulary and grammar. However, there is limited research on its effectiveness in enhancing writing skills. This study aimed to investigate the effect of Duolingo on junior high school students' learning English as a Foreign Language (EFL) writing skills, focusing on the overall score and five components: content, organization, vocabulary, language use, and mechanics. The study used a quasi-experimental design, specifically the non-equivalent control group, involving 41 eighth-grade students in experimental and control groups. Both groups were assigned writing tests as a pre-test and a post-test. The experimental group received an intervention using Duolingo outside the classroom for eight weeks as a supplementary tool, while the control group only received regular English classes. The statistical analysis using the independent t-test and ANCOVA revealed a significant improvement in writing skills in the experimental group (p < .05). It also showed an improvement in all writing components, especially content and organization. The partial eta squared value indicated a large effect of Duolingo (η²p = .878). These findings suggest that Duolingo has the potential to serve as a supplementary tool for improving writing skills in language learning.

This research explores the dependency on and patterns of artificial intelligence (AI) usage in English language learning among public university students in Bangladesh. The study aims to investigate the reasons behind students' reliance on AI tools, the types of information they seek, and the extent of their dependence. A mixed-method approach, combining both quantitative surveys and qualitative in-depth interviews, was employed to gather data from 120 students. The findings reveal that AI tools, particularly Grammarly and Duolingo, are widely used to improve academic writing, grammar, and vocabulary. Students perceive these tools as highly effective for language learning, as they provide instant feedback and make learning more accessible. However, the study also highlights significant concerns regarding the limitations of AI tools, such as their inability to grasp contextual understanding, cultural nuances, and the risk of over-reliance, which may hinder the development of critical thinking and metacognitive skills. Despite these concerns, students recognize the utility of AI tools as a complementary resource rather than a replacement for traditional learning methods. The research suggests that AI tools should be integrated into language learning in a balanced manner, with attention to equity in access and the development of students' higher-order thinking skills. It also emphasizes the need for policy interventions to address the digital divide and ensure that all students, particularly in resource-limited environments, have equitable access to these transformative tools.

CLIL (Content and Language Integrated Learning) incorporates content acquisition and language instruction, allowing students to develop linguistic competencies while engaging with particular topics. This research aims to investigate the effectiveness of CLIL activities in enhancing students' vocabulary, as well as to explore students’ views of engaging in CLIL activities for their learning process. The participants consisted of 21 primary school students with diverse levels of English ability. The study employed a mixed-methods research approach, combining a quasi-experimental study (one-group pre-test and post-test) with a survey. The results indicated that CLIL activities notably improved students’ vocabulary mastery, with post-test scores (Mean: 60,38) surpassing the average pre-test scores (Mean: 58,28). In response to the students' perceptions of their experiences, among 21 students, 15 (71%) indicated that CLIL activities enhanced their interest in English and science. In this study, CLIL activities were carried out by incorporating singing, engaging in games such as flashcards and QNA, and facilitating group discussions. The CLIL activities offer significant contexts for language application, facilitating the effective acquisition of new vocabulary for students. The students demonstrated enhanced vocabulary test scores as a result of the learning activities. The findings indicate that CLIL-based learning significantly enhances students’ vocabulary, and students express a favourable perception of this approach. Educators should incorporate CLIL activities into their instructional methods to create a vibrant and engaging learning environment. Future investigations could delve into the implementation of CLIL across various educational settings and disciplines to fully harness its potential advantages.