Google Assistant Assisted Language Learning (GAALL): ESL Learners’ Perception and Problem towards AI-powered Google Assistant-Assisted English Language Learning

The New-fangled strategy called Artificial Intelligence (AI) Assisted Language Learning (AI-ALL) incorporates Google Assistant (GA) to support the learning activities of learners. At present, it is considered Google Assistant Assisted Language Learning (GAALL). For many years, academicians have been exploring ways to use AI for tasks that are related to education. The major objectives of this study are to emphasize 1) The ESL learners' perceptions of using AI-powered Google Assistant for learning the English language; 2). The ESL learners’ problems are concerned with utilizing AI-powered Google Assistant to support language learning, especially in English. A survey instrument was employed to the data, including primary research objects, from (n = 141) engineering stream undergraduates. The data was gathered using a questionnaire with 5 points Likert scale. According to the survey, the vast majority of students, especially individuals who were learning English, had a positive opinion of AI-driven GA. The major problem is the lack of quality in GA on smartphones. However, it is envisaged that AI-powered GA in language learning, also known as GAALL, would be deployed as one of the instructional media that might help learners to learn English efficiently as a Second Language. This study suggests that further research studies in this field could be conducted to test the efficacy of AI in ESL contexts

Improving Vocabulary and Pronunciation of Secondary Level ESL Learners Through Language and Meaning-Focused Listening- An Experimental Study

Listening plays a larger role in language acquisition and is a critical aim for students in order to receive information generated in the target language. Its successful acquisition requires students to absorb cognitive processes and then use them in their spoken interactions in order to promote understanding in a variety of communication settings. It is the instructor's job to choose the most effective methods for ensuring students' effective learning of this language ability by selecting projects and resources that best meet their unique and linguistic learning requirements and interests. The main purpose of this research paper is to emphasize the critical role of Language-focused and Meaning-focused listening in the process of English as a second language (ESL) learning through an experimental study. Since, listening skill contributes a major part in the enhancement of ESL learners’ language proficiency, the feasible activities and strategies provided in this paper improve the vocabulary and pronunciation of secondary level ESL learners. The paper also discusses the processes of listening skill: top-down and bottom-up methods to emphasize the enhancement of ESL students’ vocabulary and pronunciation. The researcher has chosen grade 9 students of a government school as a sample for the experiment