Environmental Support in Promoting Students’ English Language as Second Language Acquisition: A Case in at-Tawazun Modern Islamic Boarding School
DOI:
https://doi.org/10.55927/fjsr.v4i2.26Keywords:
Second Language Acquisition (SLA), Environmental Support, Islamic Boarding School, English Language Learning, Bilingual EducationAbstract
This study investigates the influence of environmental support on second language acquisition (SLA) at At-Tawazun Modern Islamic Boarding School. It examines the integration of religious education and contemporary language learning in fostering English and Arabic proficiency. A qualitative case study approach was used, with observations and interviews conducted among language officials, teachers, and students. Data were analyzed thematically to explore the role of immersive environments, pedagogical strategies, and student interactions. Key programs, such as language competitions and multimedia-based learning, significantly enhanced SLA. Findings highlight the importance of dormitory environments, structured language programs, and tailored teaching methods in overcoming challenges like resource limitations. This study underscores the potential of integrating cultural values with modern education to promote multilingual proficiency
References
Al Hamdany, M. Z. (2022). Utilization of WhatsApp in English for Islamic Education Learning as a Media of Communication between Lecturers and Students. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 1027–1040. https://doi.org/10.24256/ideas.v10i1.2900
Alias, N. Z., & Azal, M. A. (2022). FACTORS AFFECTING SECOND LANGUAGE ACQUISITION AMONG BOARDING SCHOOL STUDENTS. International Journal of Education, Psychology and Counseling, 7(45), 534–545. https://doi.org/10.35631/IJEPC.745040
Arndt, H. L., Granfeldt, J., & Gullberg, M. (2023). Reviewing the potential of the Experience Sampling Method (ESM) for capturing second language exposure and use. Second Language Research, 39(1), 39–58. https://doi.org/10.1177/02676583211020055
Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2018). Language Learning Great and Small: Environmental Support Structures and Learning Opportunities in a Sociocognitive Approach to Second Language Acquisition/Teaching. The Modern Language Journal, 102(3), 471–493. https://doi.org/10.1111/modl.12496
Blaisdell, A. P. (2017). Cognitive Dimension of Operant Learning ☆. In Learning and Memory: A Comprehensive Reference (pp. 85–110). Elsevier. https://doi.org/10.1016/B978-0-12-809324-5.21007-9
Chun, D., Kern, R., & Smith, B. (2016). Technology in Language Use, Language Teaching, and Language Learning. Routledge.
DeKeyser, R. (2020). Skill Acquisition Theory. In Theories in Second Language Acquisition (pp. 83–104). Routledge. https://doi.org/10.4324/9780429503986-5
Devaki, V. (2022). Language Attitude, Socioeconomic influence of Social and Individual Factors in Second Language Acquisition . Journal of Humanities Insights , 6(2).
Duncan, T., & Paradis, J. (2020). Home language environment and children’s second language acquisition: the special status of input from older siblings. Journal of Child Language, 47(5), 982–1005. https://doi.org/10.1017/S0305000919000977
Efrizal, D. (2022). DEVELOPING ENGLISH READING TEACHING MATERIALS WITH ISLAMIC MATERIALS AND VALUES FOR STUDENTS AT ISLAMIC BOARDING SCHOOLS BASED ON CONTEXTUAL TEACHING LEARNING. Al-Lughah: Jurnal Bahasa, 11(2), 15. https://doi.org/10.29300/lughah.v11i2.7882
Ellis, R. (1989). Understanding second language acquisition (Vol. 31). Oxford university press.
Fauzan, U., & Nadia, N. (2019). The Challenges of Language Learning of the Study-Abroad Students of English Language Department of Islamic Higher Education in Kalimantan. Indonesian Journal of EFL and Linguistics, 4(2), 287. https://doi.org/10.21462/ijefl.v4i2.198
Fazalehaq, H.M., Mahn, H. and Reierson, S. (2020). Research Methods and Sociocultural Approaches in Second Language Acquisition. In The Encyclopedia of Applied Linguistics, C.A. Chapelle (Ed.). https://doi.org/10.1002/9781405198431.wbeal1006.pub2
Godwin-Jones, R. (2011). Mobile apps for language learning. Language Learning & Technology, 15(2), 2–11
Habiburrahim, H., Muhammad, M., Auni, L., Hafidhah, H., & Trisnawati, I. K. (2022). Integrating English subject materials into Islamic boarding school curriculum context: Insights from Aceh, Indonesia. Studies in English Language and Education, 9(2), 667–684. https://doi.org/10.24815/siele.v9i2.23279
Jacobs, G. M., Kumarasamy, P. M., Nopparat, P., & Amy, S. J. (2001). Linking Language and the Environment: Greening the ESL Classroom.
Kachru, B. B. (1992). World Englishes: approaches, issues and resources. Language Teaching, 25(1), 1–14. doi:10.1017/S0261444800006583
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
Langdon, A., & Pandor, J. (2020). An Investigation of scaffolding strategies to support structured inquiry language teaching to novice learners in a Primary school setting. Language Value, 1–22. https://doi.org/10.6035/LanguageV.2020.13.1
Lightbown, P. M., & Spada, N. (2021). How Languages Are Learned 5th Edition (5th ed.). Oxford university press.
Long, M. H. (2017). The Role of Negotiation of Meaning in L 2 Interactions : An Analysis from the Perspective of Long ’ s Interaction Hypothesis.
Lundeto, A., Talibo, I., & Nento, S. (2021). Challenges and Learning Strategies of Islamic Education in Islamic Boarding Schools in the Industrial Revolution Era 4.0. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2231–2240. https://doi.org/10.35445/alishlah.v13i3.1153
Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education, 37(1), 116–129. https://doi.org/10.1080/02188791.2016.1216827
Mohamad Nor, N., & Rashid, R. A. (2018). A review of theoretical perspectives on language learning and acquisition. Kasetsart Journal of Social Sciences, 39(1), 161–167. https://doi.org/10.1016/j.kjss.2017.12.012
Oštarić, M. (2022). Focus on the process in second language writing and the importance of scaffolding . Elektronički Zbornik Radova Veleučilišta u Šibeniku, 16(1–2), 143–151. https://doi.org/10.51650/ezrvs.16.1-2.10
Ratnadewi, D., Utami, E., & Yunianti, S. (2020). The language attitude of Islamic boarding school students toward English. Journal of Education and Learning (EduLearn), 14(2), 168–175. https://doi.org/10.11591/edulearn.v14i2.15898
Richards, J. C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal, 44(1), 5-33. https://doi.org/10.1177/0033688212473293
Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.
Rivera, A. (2010). Scaffolding support for second language learners [Master's thesis, St. John Fisher University]. Fisher Digital Publications. https://fisherpub.sjf.edu/education_ETD_masters/110/
Sarem, S. N., & Shirzadi, Y. (2014). A Critical Review of the Interactionist Approach to Second Language Acquisition. Journal of Applied Linguistics and Language Research, 1, 62–74.
Savignon, S. J., & Sysoyev, P. V. (2002). Sociocultural Strategies for a Dialogue of Cultures. The Modern Language Journal, 86(4), 508–524. https://doi.org/10.1111/1540-4781.00158
Suardi, S., Emzir, E., & Rafli, Z. (2017). English Learning in Islamic Boarding School Al-Junaidiyah Biru Bone (Ethnographic Studies). JETL (Journal Of Education, Teaching and Learning), 2(2), 224. https://doi.org/10.26737/jetl.v2i2.290
Susanto, S. (2022). The Challenges of Learning Loss in English Language Learning at Islamic Higher Education in the Post Pandemic. Script Journal: Journal of Linguistics and English Teaching, 7(01), 140–157. https://doi.org/10.24903/sj.v7i01.1076
Winke, P. M. (2007). THE PSYCHOLOGY OF THE LANGUAGE LEARNER: INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION. Studies in Second Language Acquisition, 29(01). https://doi.org/10.1017/S0272263107310061
Yusuf, A. M. A. (2015). Learner-computer textual gloss interactions for second language vocabulary acquisition / Mohamad Ali Yusuf.
