Correspondence analysis of English proficiency and demographic factors among EFL students at Burapha University, Thailand

This study examined the interplay among self-regulated learning (SRL) strategies, English self-efficacy, and English proficiency of EFL students at the university level in Thailand. The data collection instruments comprised the Self-Regulated Learning Strategies Questionnaire (SRLSQ), English Self-Efficacy Questionnaire (ESEQ), and a standardized English proficiency test. It involved 215 first-year non-English major students through purposive and random sampling methods. The collected data were examined by using descriptive statistics, Pearson’s correlation, and multiple-linear regression analyses. The results disclosed that lower-level Thai EFL students – A1 and A2 had a high use of SRL strategies. However, for higher proficiency levels – B1 and B2, it was only B2 students who reported high use of SRL strategies. B1 students reported that they only employed SRL strategies moderately. Moreover, higher proficiency students had higher levels of English self-efficacy than those with lower proficiency levels. A direct influence was observed between students’ use of SRL strategies and their English proficiency levels, yet self-efficacy only possessed an indirect effect. This study proposes some practical ideas to integrate SRL strategies into the English curriculum and instructions and enhance Thai EFL students’ English self-efficacy.

This study explored the differences between high and low reading proficiency students in terms of language learning strategies in Taiwanese context. A total of 119 freshmen with various majors in one university in central Taiwan participated in the present study. With the use of the Strategy Inventory for Language Learning Questionnaire (SILL) and the administration of the reading section of the General English Proficiency Test (GEPT), the results indicated that high English reading proficiency students had a significantly higher average frequency in overall strategy use in four strategy categories than did low English reading proficiency counterparts. Specifically, high English proficiency students used 15 strategies significantly more frequently than low English proficiency counterparts. Such differences were discussed; meanwhile, suggestions for further research were provided at the end of the study.

This study determined the English Language Proficiency and School Performance in English as well the school performance as a whole. The respondents of the study were both English teachers and grade 10 students in the national high schools in the fifth district of Iloilo, using the descriptive comparative approach. Findings of which served as basis for the enhancement of the existing English manual used in English 101 for the improvement of English language proficiency of the students enrolled in the said subject. Generally, seventy percent of the student and teacher respondents were female. Teachers’ Level of English language proficiency has a significant effect on the level of proficiency of students which has a direct relationship on the school performance. It was also found out that teachers’ performance has no significant relationship with the students’ performance in English and school performance as a whole. Further, student–respondents performance has a significant relationship with their level of English language proficiency which has a direct effect on the school performance as a whole. The English teachers’ performance is related to their English proficiency level, but not associated with the students’ performance in English and school performance. However, the English teachers’ level of English language proficiency significantly affects the students’ level of English proficiency, while the students’ performance has a significant effect on their level of English language proficiency, affecting the school performance as a whole. Enhancement of the English language manual that will be used in English 101 (Study and Thinking Skills) must be adopted. Training & Development Program Design for the Enhancement of English Teachers language Proficiency must be implemented.

This study aims to find out the relationships between each type of motivation and English language proficiency of high and low English proficiency students. It also tries to identify differences in each type of motivation between high and low English proficiency students. It further aims to investigate the relationship between four types of motivations i.e. intrinsic motivation, extrinsic motivation, instrumental motivation, integrative motivation and the level of English proficiency among M.6 students in Bangkok

The study aimed to examine the relationship between English writing proficiency and research readiness among incoming graduate students at St. Paul University Philippines (SPUP). Utilizing a mixed-method approach, the study assessed participants' English writing proficiency and research readiness through quantitative and qualitative measures. The quantitative analysis evaluated profiles, English proficiency, and research readiness levels, while the qualitative analysis identified specific writing and research challenges. Findings revealed that participants exhibited intermediate proficiency in grammar, syntax, organization, and structure, with higher proficiency in vocabulary, word choice, content, and critical thinking. Research readiness was high across practical skills, research skills, problem-solving, communication skills, personal attitudes, professional ethics, and dissemination. Notably, significant correlations were found between vocabulary, word choice, and research skills, as well as between personal attitudes, professional ethics, and grammar. However, no significant correlation was observed between overall English proficiency and research readiness. Challenges identified included clarity, coherence, word usage, punctuation, research design, and publication. The study concluded that while English proficiency influences certain aspects of research readiness, it is not the sole determinant. Recommendations included developing a comprehensive action plan to enhance English writing proficiency and research readiness, ensuring a holistic approach to support academic success.

Background: While a significant body of research has addressed teachers' evaluations of mainstream English speaking students, there is a dearth of such research focusing on immigrant adolescents. As many immigrant students are in the process of acquiring English language proficiency, evaluating and assigning grades to immigrant youth can pose particular challenges. Grades assigned for oral or written products may underestimate English language learners' knowledge, content skills or achievement. Conversely, relying excessively on effort or class behaviour rather than actual academic performance may inflate immigrant students' grades. Purpose: We examined the extent to which immigrant students' academic achievement indicated by grades is attributable to factors such as English language proficiency, course understanding, classroom behaviours and homework completion. We then examined whether the effect of homework completion on grades varied as a function of English proficiency. In addition, we examined the factors contributing to teachers' evaluation of immigrant students' level of course understanding. Lastly, we investigated whether the effect of homework completion on course understanding varied as a function of English proficiency. Sample: This study examined the final year (2002) data of the five-year Longitudinal Immigrant Student Adaptation (LISA) study. At the start of the original study, the participants were recently arrived immigrant youth (ages 9–14) from Central America (El Salvador, Guatemala, Honduras and Nicaragua), China, the Dominican Republic, Haiti and Mexico; they were recruited from seven public school districts in the USA in Massachusetts and California. The present study was a secondary analysis of a subset of final year LISA data, involving data from 273 students and 57 teachers. Methods: Using data collected through structured student interviews and behaviour checklists completed by teachers, we conducted hierarchical regression analyses to identify the factors that contributed significantly to immigrant students' grades and to their course understanding. Further regression analyses were conducted to determine whether English language proficiency was a moderating variable on immigrant students' grades and their level of understanding in a course. Results: There were four main findings. Firstly, the regression results indicated that homework completion and English language proficiency had significant impact on class grades. Secondly, the effect of homework completion on grades was not moderated by students' English proficiency. Thirdly, immigrant students' class behaviours, English proficiency and homework completion largely determined teacher evaluations of students' course understanding. Fourthly, the effect of homework completion on teacher evaluations of students' course understanding was moderated by English proficiency. For students with high English language proficiency, completing homework significantly affected teacher assessments of their course understanding. For students with low English language proficiency, however, completing homework had relatively little effect on teacher assessments of their course understanding. Conclusions: In this exploratory study, grades assigned to immigrant students were largely determined by whether they do their homework and their English language proficiency. Teacher evaluations of immigrant students' level of course understanding were largely determined by students' class behaviours, English language proficiency and homework completion. It is suggested that teachers distinguish between effort and skill and provide separate feedback for each of these dimensions during the process that newcomer immigrant students are concurrently acquiring academic skills while mastering a new language. However, further investigation is needed to determine the generalisability of findings to a larger immigrant youth population.

In the USA, people with limited English proficiency (LEP) disproportionately experience gaps in health insurance coverage and access to care. The Patient Protection and Affordable Care Act (ACA) of 2010 included reforms that could improve these outcomes. To describe changes in insurance coverage and access to health care by English language proficiency over 2006-2016. We used regression models to estimate changes in coverage and access after 2010 for adults with high vs. limited English proficiency, adjusting for socio-economic status, demographic characteristics, and health care needs. We used difference-in-differences models to assess adjusted changes in disparities by English proficiency after 2010. Supplemental analyses used nearest-neighbor propensity score matching to balance the characteristics of respondents. Respondents aged 18-64 in the Medical Expenditure Panel Survey over 2006-2016, with high (n = 174,214) or limited (n = 16,484) English language proficiency. Insurance coverage was a binary variable indicating any health insurance coverage during the past 12months. Access to care was measured using binary variables indicating whether the respondent had a usual source of care and received necessary medical, dental, and preventive care. Gains in health insurance coverage after 2010 were significant for adults with high English proficiency (1.7 percentage points, p < 0.001) and adults with limited English proficiency (4.6 percentage points, p = 0.007); gains did not significantly vary by English proficiency. Adults with LEP showed larger improvements than adults with high English proficiency in having a usual source of care (5 percentage points, p = 0.007) and receiving needed medical care and dental care (1.4 percentage points, p = 0.013, and 2.8 percentage points, p = 0.009, respectively). Findings remained similar when matching was used to balance the measured characteristics of respondents with high vs. limited English proficiency. Disparities in health care access by English proficiency narrowed after 2010, the year of passage of the ACA.

This study investigated (1) the correlation between each learning style and English proficiency, and investigated (2) the influence of each learning style to English proficiency of undergraduate EFL students of one state Islamic University in Sumatera, Indonesia. The study was in the form of correlational research method. The population of the study was 537 active EFL students. By using purposive sampling technique, there were 82 students involved as participants. The data were gained by using two instruments: Barsch Learning Styles Questionnaire and TOEFL prediction test. The result showed that 1) 34.0% of students preferred in visual learning style, 43% of students preferred in Auditory learning style, and 23% of students preferred in Kinesthetic learning style. 2) the coefficient correlation between visual learning style preference and English proficiency with r-obtained was (0.430). It was higher than r-table (.2565), then Ha1 was accepted and Ho1 was rejected. It indicated that there was a significant correlation between visual learning styles and their English proficiency. 3) The coefficient correlation between Auditory learning style and English proficiency was (0.2565). It was lower than r-table (.2565), then Ho2 was accepted and Ha2 was rejected. 4) The coefficient correlation between Kinesthetic learning styles and English Proficiency was (-0.166). It was lower than r-table (.2565), then Ho3 was accepted, and Ha3 was rejected. It showed that there was no significant correlation between kinesthetic learning style and English proficiency of EFL students. Besides, there was also a significant influence of visual learning style on English proficiency with 18.5% contributions.

Level of English Proficiency among Science Students of UKM

This study aimed at investigating the difference in online reading strategy use between EFL students with high and low English proficiency level and knowing the relationship between online strategy use and reading comprehension. Ninety-six university students were involved in this research, and they were distributed into two groups; high and low proficiency levels based on English proficiency test scores. SORS was administered to collect the data after completing three reading sessions. Analyses of the data, using the Chi-square test to see the differences and the Spearman test, to check the relationship between strategy use and reading achievement. The results showed that the reading strategy that was most frequently used by the EFL learners was a problem-solving strategy, and the least frequently used one was a socio-affective strategy. Additionally, there was no significant difference in the online reading strategy use between students in high and low proficiency levels. Therefore, there was a negative relationship between strategy use and reading achievement. The more strategies they used, the lower score they got.

This study described about: (1) the level of verbal creativity of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak 2017/2018; (2) English language proficiency of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak 2017/2018; (3) the relationship between the level of verbal creativity and English language proficiency of students of the Islamic Psychology Ushuluddin, Adab and Da’wah Faculty, Islamic State Institute of Pontianak 2017/2018. The sample in this study were students of the Department of Islamic Psychology, Faculty of Ushuluddin, Adab and Da'wah, Islamic State Institute of Pontianak. The results of this study are that there is a positive correlation between verbal creativity with English language proficiency in Islamic Psychology students From this research, it can also be seen that the level of verbal creativity of Islamic Psychology students is quite high with a percentage of 49.2% and English proficiency of students has a high category in reading skills. Keywords: Verbal Creativity, English Proficiency

The primary purpose of the study was to measure the use of writing strategies of participants. The secondary purpose aims at finding out strategies mostly used by high level of proficiency students compared those of level of proficiency at different stages of writing, namely before, during and after the writing assignment. The study was conducted among 137 English majored students. The findings reveal that before writing high proficiency students used strategies more often than the other two groups, namely medium and low levels of proficiency. The mean of before writing strategies uses were M=3.48; M=2.30; M=1.98 respectively. The mean of during writing strategies uses were M=3.36; M=3.03; M=2.57 respectively. The mean of after writing strategies uses were M=3.55; M=1.99; M=2.06 respectively. Among the group of Before Writing Strategy (BWS), Students with high proficiency level often discuss what they were going to write with other students or with teacher before they write (M=3.86). The figure for low level of proficiency students was M=1.50. The high level students also do extra study outside the classroom to improve his/her writing (M=3.86), while the low level students was M= 1.32. The high level students reported that they think of the relationships between what they already know and new things that they learn (M=3.71). The use of this strategy for low level students were only M=1.68. Among the group of During Writing Strategy (DWS), students with low proficiency use native language first and then translate it into English most often (M= 3.86). The high proficiency students did not use this strategy while writing (M=1.57). The low proficiency students also reported that they used dictionary a lot when they write (M=3.25), the figure for high proficiency students was only M=1.29). Another strategy that was employed by most low level students was “I use a grammar book to check things I am not sure about when I write” (M=3.97) while the high level students used this strategy at low frequency (M= 1.29). Among the group of After Writing Strategy (AWS), students with high proficiency reported that they often go back to his/her writing to edit the grammar, vocabulary, spelling, and punctuation. (M=3.81) compared with M=2.80 of low proficiency students. High proficiency students also often record the types of errors he/she has made so he/she does not keep making the same (M=3.80), while the figure for low proficiency students were M= 1.20.

This research focuses on patterns of English proficiency and use-of-English among older immigrants living in linguistically concentrated, ethnic neighborhoods. A sample (n = 60) of older Puerto Ricans, who moved from the island to the mainland in their twenties, were divided into English proficiency groups (fluent, high intermediate, low intermediate) via the Adult Language Assessment Scales. Participants then provided self-ratings of their English proficiency (understanding, speaking, reading, and writing), their use of English in social domains (language spoken with own-family, in-laws, spouse, children, neighbors, and workmates), and their use of English in private psychological domains (language of talking to oneself, counting, writing notes to oneself, thinking, dreaming, praying, and expressing feelings). Finally, all participants completed the Puerto Rican Bicultural Scale. Results show a cohort of immigrant elders whose first language is protected by their ethnic neighborhoods but whose domestic and private lives are increasingly permeated by English. In particular, children emerge as powerful forces of language socialization in English for their parents. Further, there are important individual differences by level of proficiency, with a lowest proficiency group that is less acculturated, lower in socioeconomic status, and even more linguistically isolated than groups with higher proficiency. In essence, level of second language proficiency is a potent source of intracultural variation. Methodologically, the paper makes the important point that self-rated patterns of language use are consistent with scores on formal measures of proficiency. The paper also provides empirical verification of the logic of dividing language use into external, social speech and internal, psychological speech.

This study aimed at investigating Iranian EFL students' e-learning readiness to be involved in an electronic language learning (ELL) environment and its relationship with their English language proficiency. Data were collected from 217 EFL students from Shiraz Azad University using an e-learning readiness self-assessment and the Test of English as a Foreign Language (TOEFL). The results indicated that the sample had relatively high readiness for e-learning. Moreover, a positive correlation between EFL students' English proficiency and their e-learning readiness was found. The findings suggested that EFL students are ready for online and distance language education provided by university and their mastery of language helps them to optimize their language learning in online environment.

The authors documented California's tobacco control initiatives for Asian Americans and the current tobacco use status among Asian subgroups and provide a discussion of the challenges ahead. The California Tobacco Control Program has employed a comprehensive approach to decrease tobacco use in Asian Americans, including ethnic-specific media campaigns, culturally competent interventions, and technical assistance and training networks. Surveillance of tobacco use among Asian Americans and the interpretation of the results have always been a challenge. Data from the 2001 The California Health Interview Survey (CHIS) were analyzed to provide smoking prevalence estimates for all Asian Americans and Asian-American subgroups, including Korean, Filipino, Japanese, South Asian, Chinese, and Vietnamese. Current smoking prevalence was analyzed by gender and by English proficiency level. Cigarette smoking prevalence among Asian males in general was almost three times of that among Asian females. Korean and Vietnamese males had higher cigarette smoking prevalence rates than males in other subgroups. Although Asian females in general had low smoking prevalence rates, significant differences were found among Asian subgroups, from 1.1% (Vietnamese) to 12.7% (Japanese). Asian men who had high English proficiency were less likely to be smokers than men with lower English proficiency. Asian women with high English proficiency were more likely to be smokers than women with lower English proficiency. Smoking prevalence rates among Asian Americans in California differed significantly on the basis of ethnicity, gender, and English proficiency. English proficiency seemed to have the effect of reducing smoking prevalence rates among Asian males but had just the opposite effect among Asian females.