Articles

Measuring Digital Learning Trends and Accessibility Convenience in Enhancing Early Childhood Literacy and Language Proficiency: The Role of Smart Book Media from the Perspective of Banten Javanese Language

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This study explores the relationships between digital learning trends, accessibility convenience, smart book media, early childhood literacy, and language proficiency in Banten Javanese Language. Using a quantitative approach with 140 young learners (aged 10-12), we assessed how digital learning trends and accessibility convenience impact smart book media, early childhood literacy, and language proficiency. Results show that digital learning trends notably affect smart book media’s functionality, contributing to developing early childhood literacy and language skills. Additionally, accessibility convenience is crucial in enhancing smart book media’s utility, fostering early childhood literacy and language proficiency. However, while smart book media significantly influence language skills and early childhood literacy, they don’t mediate the connections between digital learning trends, accessibility convenience, and these language-related outcomes. Educators and stakeholders can utilize these findings to shape culturally sensitive language education strategies, incorporating technology and resource accessibility. This research enriches the theoretical understanding of digital learning trends and accessibility convenience’s impact on language outcomes. It highlights the practical potential of smart book media in language education, aiding educators and policymakers in aligning strategies with contemporary trends and cultural nuances. While limited to Banten Javanese Language, the study prompts further exploration through qualitative and longitudinal studies. Future research should explore cultural influences and intervention programs for optimizing language development. By uniquely merging digital learning trends, accessibility convenience, smart book media, and language outcomes, this study contributes valuable insights to the discourse on language education and technology integration within the distinct context of Banten Javanese Language.

Enhancing Collaborative English Speaking Skill Development for Primary Students of UK Academy Ba Ria: Strategies, Impact, And Future Directions

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The research paper titled ” Enhancing collaborative English speaking skill development for Primary students of UK Academy Ba Ria: strategies, impact, and future directions” investigates the efficacy of collaborative teaching methods in enhancing English speaking skill among primary students. Rooted in the socio-cultural theory of Vygotsky (1978) and the cooperative learning model of Johnson and Johnson (1999), this study delves into the collaborative efforts between native and Vietnamese teachers in a bilingual educational setting.

Through a mixed-methods approach involving classroom observations, teacher interviews, and student speaking assessments, the research underscores the pivotal role of collaborative teaching strategies in fostering a conducive environment for language skill development. The findings illuminate the positive impact of cooperative instruction on students’ speaking abilities, accentuating the importance of teacher collaboration and shared expertise.

The study sheds light on the specific strategies employed by teachers, such as co-planning, team teaching, and interactive activities, which create a language-rich environment conducive to speaking skill enhancement. The collaborative approach fosters students’ engagement, active participation, and confidence in using spoken English.

The implications of the research extend to curriculum design, teacher training, and educational policies, emphasizing the need for intercultural competencies and effective communication skill among educators. The study contributes to the body of knowledge in English language education and provides practical insights for enhancing language instruction and collaborative teaching practices in a bilingual primary school context.

The Countervailing Effect of Language Proficiency and Cultural Adaptation on the Frequency of Cognitive-Metacognitive Strategies among EFL Readers

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This article is an attempt to investigate how advanced and high-intermediate learners of English receiving culturally familiar or nativized contents may differ in terms of both their performance in reading comprehension and the use of cognitive and metacognitive strategies. To this end, a total of 73 advanced and high-intermediate students of English were selected and assigned to two groups in order to acquire relevant data across different levels of language proficiency. Subsequently, the participants received culturally adapted texts with sociologically, semantically and pragmatically nativized contents in the form of narrative and expository texts. Following this step, the participants were given reading comprehension tests and cognitive-metacognitive questionnaires. While culturally familiar texts are generally believed to have facilitating impacts on the overall reading comprehension for all language groups, the findings of the present study suggest that the advanced learners of English may use these strategies more frequently compared to high-intermediate learners of English. These results may raise strong implications concerning the suitability and effectiveness of nativized or culturally adapted materials for learners at varying levels of language proficiency.