http://wjel.sciedupress.com World Journal of English Language Vol. 13, No. 7; 2023 Published by Sciedu Press 508 ISSN 1925-0703 E-ISSN 1925-0711 The Effectiveness of Scratch Coding Activities in English Language Learning Safrida Lubis 1 , Amrin Saragih 1 & T. Silvana Sinar 2 1 Universitas Negeri Medan, Sumatera Utara, Indonesia 2 Universitas Sumatera Utara, Sumatera Utara, Indonesia Correspondence: Safrida Lubis, Faculty of Languages and Arts, Universitas Negeri Medan, Medan, Jl. William Iskandar Ps. V, Kenangan Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20221, Indonesia. Received: June 7, 2023 Accepted: August 11, 2023 Online Published: August 22, 2023 doi:10.5430/wjel.v13n7p508 URL: https://doi.org/10.5430/wjel.v13n7p508 Abstract This study is aimed at examining the effectiveness of using Scratch Coding Activities (SCAs) in English Language Learning (ELL) to enhance computational thinking skills necessary for the twenty-first century and language growth, notably in reading comprehension. In addition, this paper discusses Pre-Service Teachers' (PSTs) interests and motivation in learning English through SCAs. The research was conducted in a higher education English for Young Learners (EYL) class. In this investigation, a quantitative study using frequency and percentage analysis was applied. There were 64 volunteers divided into two groups: control and experiment. The findings demonstrated that weaving SCAs in EYL class improved the students' language mastery, computational thinking skills, interests and motivation in ELL. Keywords: scratch program, coding, reading comprehension, computational thinking 1. Introduction Coding involves the coder interacting with equipment to solve problems, transforming solutions from natural to computer-executable languages. It is required for various jobs, including system engineers, game developers, and AI programmers. New employment is being created in rapidly increasing industries, necessitating additional experts with coding and other higher-order thinking abilities (Jin & Zha, 2019). According to Dudeney, Hockly, and Pegrum (2013), coding is a more profound ability that falls within the four core digital literacies of language, connections, information, and (re)design. Learning to code enables students to be creators rather than mere consumers of technology. It helps develop critical skills such as problem-solving, logic, and critical thinking. Analyzing, critical thinking and problem-solving processes can result in meaningful language exercises. English instructions can be combined with encouraging students to engage with code, inspiring 21st-century skills while supporting language development (Stevens & Verschoor, 2017). Teaching young pupils to code can improve their ability to think logically, be creative, solve problems, and transfer their talents to other subjects and real-world situations (García-Peñalvo et al, 2016). Coding is creating step-by-step instructions that a computer understands for programs to function. Early coding allows young learners to integrate communication, thinking, and problem-solving (McLennan, 2017). Most students spend several hours playing online games, but only some know how to create a game. Learning to code will encourage students to become creators, not just consumers of the technology they use. Furthermore, coding will also help them to develop essential skills such as problem-solving, logic, and critical thinking. Through coding, there is more than one discussing how to solve a problem, and more straightforward and efficient solutions are often better. Analyzing critical thinking and problem-solving processes can result in meaningful language practice. Wing (2017) defines computational thinking as the intellectual processes involved in describing solutions as computational steps or algorithms carried out by a computer. Computational thinking is linked to literacy acquisition because algorithmic thinking entails deciphering textual or block-based programming commands. It is a fact that nowadays, computer application has flourished in all sides or aspects of life. Those, who are familiar with English, share wider social and economic opportunities. However, they will have more and more opportunities to use computer or ICT skills, especially block-based coding. English teachers have fewer opportunities if they are negligent in coding skills. Thus, the integration of SCAs in ELL will be much more beneficial. The fact shows that Teacher Educators (TEs) and PSTs need to provide coding skills. However, ICT needs to be improved, particularly in coding programs. Thus, the situation needs overcoming, and the study addressed the situation. Students need seven survival skills such as critical thinking and problem-solving, collaboration and leadership, agility and adaptability, initiative and entrepreneurship, effective oral and written communication, accessing and analyzing information, curiosity, and imagination to be prepared for twenty-first-century life, work, and citizenship (Hoffman, 2020). Employers are looking for students who can learn on the job and have various skills to adapt to rapidly changing work environments. The students will interact not only with people in their immediate surroundings but also with those across networks.