Improving English language proficiency through text-based activities with the help of ChatGPT

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.

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

Today, the quality of Philippine basic education is in question. The results of international assessments such as Programme for International Student Assessment (PISA) in 2018 and Trends in International Mathematics and Science Study (TIMSS) in 2019 show alarming performance of Filipino learners, especially in Science and Mathematics. This finding is confirmed by the recent result of the Department of Education’s Basic Education Exit Assessment (BEEA), revealing that the “senior high school students scored lowest in national assessment history.” With these findings, it is imperative to ask: How ready are the K-12 graduates in the Philippines? What are their English language proficiency and mathematics competency? Does good English language proficiency impact higher mathematics competency? This study basically examined the relationship between English language proficiency and mathematics competency of Filipino K-12 graduates (n=7,384) enrolled at Cagayan State University. It used secondary data from the result of the College Readiness Test (CRT) of the DARETO Project. Results revealed that the English language proficiency of the respondents is “satisfactory,” and their mathematics competency is “Fair.” Some personal and school- related profiles explain differentials in the respondents’ English language proficiency and mathematics competency. Finally, mathematics competency is impacted by the respondents’ English proficiency. K-12 graduates with higher English proficiency produce higher mathematics competency and vice versa. Thus, English proficiency is a good predictor of mathematics competency among K-12 students.

This quantitative study examines the influence of self-efficacy, verbal ability, and the English curriculum on English language proficiency among senior high school students. The research involved 96 respondents who completed questionnaires designed to measure their self-efficacy, verbal ability, perceptions of the English curriculum, and their English language proficiency levels. The data collected were analyzed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) version 4.0 to determine the relationships among the variables. The analysis revealed that self-efficacy, often considered a crucial factor in academic performance, does not significantly impact English language proficiency in this context. This finding suggests that students' beliefs in their own capabilities to learn English might not directly translate into improved language skills. On the other hand, verbal ability was found to have a significant positive influence on English language proficiency. This indicates that students with higher verbal skills tend to perform better in English, highlighting the importance of enhancing these abilities through targeted instructional strategies. Moreover, the English curriculum also showed a significant positive effect on language proficiency. A well-structured curriculum that effectively integrates language learning objectives with practical applications appears to be a key determinant of students' success in mastering English. These results underscore the importance of curriculum development and verbal ability enhancement in educational practices. In conclusion, the study provides valuable insights into the factors that contribute to English language proficiency among senior high school students. While self-efficacy alone may not be a decisive factor, the significant roles of verbal ability and curriculum quality suggest that educational stakeholders should prioritize these areas to foster better English language outcomes. Future research could explore additional variables and longitudinal effects to further understand the dynamics of language learning in educational settings.

English as a foreign language education is a top national priority in China, and improving learners’ English language proficiency is a concern. However, most research focuses on how to enhance English proficiency in the educational environment. Investigations of the impacts of family environment on English language development are limited. This study explored the relationship between family environment and English language proficiency among 975 first-year Chinese undergraduate students. One-way ANOVA, regression analysis, and mediation analysis were performed to determine the variations in English proficiency among Chinese university students based on their family socioeconomic status and parenting styles, how well these predicted Chinese university students’ English achievement, and whether parenting styles mediated the link between family socioeconomic status and English proficiency. The results indicated that although the effect of family socioeconomic status on English proficiency appeared minimal, neglectful parenting, rather than authoritative parenting, had a significantly positive influence on English proficiency. This study also provided evidence of the mediating role of parenting styles between family socioeconomic status and English outcomes.

Proficiency in English language can be considered as crucial because it has been commonly used as a lingua-franca in communication. This study was conducted to investigate the effectiveness of using prepared and impromptu speeches to evaluate undergraduates’ oral proficiency in English as a Second Language (ESL) classroom. The undergraduates’ perception on the importance of testing oral proficiency and the effectiveness of prepared and impromptu speeches to evaluate oral proficiency of the undergraduates were investigated. A sample of 74 first year undergraduates who are reading up for Bachelor of Science (Honors) in Software Engineering were selected for this study as a convenience sampling. The data were gathered under three stages by following a mixed methodology. As the first stage a questionnaire was distributed and as the second stage a prepared speech was done. As the third stage, a prepared-impromptu speech and an impromptu speech were evaluated. The data collected from the questionnaire and the marks of the three speeches were analyzed to answer the research questions. The analyzed data emphasized that the participants have identified the importance of oral proficiency in English language for their future career and prepared and impromptu speeches can be used as a testing technique to evaluate undergraduates’ oral proficiency. Thus, oral proficiency in English language is crucial for the undergraduates, as English language has been used for communication purposes. Hence, prepared and impromptu speeches can be considered as an effective testing tool to evaluate students’ oral proficiency in English Language in the Sri Lankan ESL classroom.

There is still a debate about using English proficiency in determining one's academic success or access to an opportunity. Hence, research on the correlation of language proficiency and academic achievement is urgently needed. This study attempted to investigate the relationship between Indonesian postgraduate students’ English language proficiency and their academic achievement. To achieve the objective, 54 male and female postgraduate students majoring in English education at a university in Bandung were involved as the sample. Students’ language proficiency was seen from their Test of English as a Foreign Language (TOEFL) scores and their grade point average (GPA) was used to indicate their academic achievement. All data were analyzed through manual computation of Pearson Product-moment correlation. The result revealed that there is a significant positive linear correlation between English language proficiency and academic achievement. This result suggests that as the English proficiency increases, so does academic achievement. The results are expected to provide insight in understanding whether English language proficiency can increase academic success, especially in educational settings where English is the primary medium of instruction.

The main purpose of the study was to investigate the impact of English language proficiency on learners’ academic achievement in Mathematics, Economic and Management Science and Natural Science. The learners’ performance in the four mentioned subjects was measured through their end of the year (2013) results. A purposeful sample of 215 Grade 8 learners was used in this study. The results indicated that there was no relationship between learners’ English proficiency and their academic performance in Mathematics and EMS. The only relationship the study revealed was between the English language proficiency and learners’ academic performance in Natural Science, although it was not significant. It was concluded that there was no alignment between the current structures of the English language subject offered and the language proficiency required for academic success in Mathematics and EMS.

Level of English Proficiency among Science Students of UKM

This study investigated the role of English language proficiency on learner’s academic performance in English at G.S. Nyumba, Gishamvu Sector, Huye District, Rwanda. Utilizing a descriptive research design, the study aimed to evaluate effective strategies for improving English language proficiency, determine challenges faced by learners, and assess the relationship between English proficiency and academic performance. The theoretical framework drew heavily on Second Language Acquisition (SLA) theories, including Cummins' BICS/CALP. Jim Cummins' (2000) BICS/CALP theory differentiates between Basic Interpersonal Communicative Skills (BICS), the everyday language used in social interactions, and Cognitive Academic Language Proficiency (CALP), the more complex language required for academic success. BICS, embedded in context with visual and social cues, develop relatively quickly, while CALP, context-reduced and abstract, takes significantly longer, highlighting the need for targeted support in educational settings to bridge the gap between social and academic language proficiency. A census sampling method was employed, with questionnaires distributed to all 34 students at G.S. Nyumba, resulting in a 100% response rate. Data was analyzed by descriptive statistics. The findings revealed a strong consensus among respondents regarding the implementation of effective teaching strategies, with high agreement on the use of explicit CALP instruction, scaffolded learning, CLIL, vocabulary enhancement, and motivational techniques. However, learners also identified significant challenges, including the BICS/CALP gap, limited English exposure outside the classroom, cognitive overload, language anxiety, and disparities in prior English instruction. Notably, the study confirmed a strong positive correlation between English language proficiency and academic performance (r=0.75, p<0.01), with respondents unanimously agreeing that higher proficiency leads to improved academic outcomes. The findings underscore the crucial role of English proficiency in academic success and highlight the need for targeted interventions to address the identified challenges. This research contributes to a deeper understanding of language-mediated learning in Rwandan schools, specifically at G.S. Nyumba. In conclusion, the data indicates that while educators are implementing effective teaching strategies, persistent systemic challenges hinder optimal English language proficiency development among learners. Recommendations include enhanced language support programs, ongoing teacher training, resource development, and increased opportunities for English usage beyond the classroom. These findings have implications for educators, policymakers, and curriculum developers in Rwanda, aiming to create more equitable and inclusive educational environments.

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.

The study reported in this paper was designed to identify and quantify the use of language learning strategies applied by junior college and college students with different majors and English language proficiency levels at Wenzao Ursuline College of Languages in Kaohsiung, Taiwan. The total number of students participating in the study was 1,090. They were freshmen enrolling in the 2004 academic year, and students from five-year junior college and two-year college who had achieved the Graduation English Language Proficiency Benchmarks (GELPB) set by the college based on the College Student English Proficiency Test (CSEPT). Data from the study were analyzed using standard SPSS processes. The results showed that the students participating in the study used meta-cognitive, cognitive and compensation strategies most frequently. Next, were social and affective strategies. Memory strategy was used the least. Significantly, the study also indicated that language learning strategies are positively correlated with language proficiency. Participants, whose CSEPT scores were the lowest, used language learning strategies the least. As a result of the study, it is proposed that the most frequently used language learning strategies of the high English proficiency achievers be incorporated in freshmen language classes to enhance learning effectiveness. Meanwhile a language-learning-strategy training program can be developed for each of Wenzao's language learning resources center, so that students can first determine their own most effective strategies for learning and, in a second stage, learn to maximise the use of those strategies to enhance their own learning. Finally, further research concerning the effects of strategy used in learning both English and Japanese at the same time and its influences on English proficiency will follow.

As English is the international language of the global economy, possessing sufficient English language skills or passing large-scale standardized proficiency tests is believed to have various economic returns. Situating this common belief about English proficiency test scores within the argument-based validity framework, economic returns of English proficiency can be considered a source of validity evidence at the extrapolation inference level. Using a survey design, this study investigated the relationship between English language proficiency and monthly income in China. We measured English proficiency using both self-assessment and the outcome of standardized proficiency tests in college (i.e., the College English Test), and included covariates related to educational and professional backgrounds, employment history, and city of residence. Results from ordinal regression analyses on 602 survey responses showed that several covariates can explain variance in monthly income. After controlling these covariates, standardized test outcomes can predict starting income but not current income. Coupled with survey items on English use in the workplace, the findings suggest that, although English might not be used as frequently as one would expect, English language proficiency still plays a role in the Chinese labor market. Implications for policy makers and individual job seekers are discussed.

English is a worldwide medium of instruction, and it is gaining fundamental recognition in a wide variety of countries globally. In Pakistan, English is being used in most academic institutions as their medium of instruction. Different factors restrict or influence the students and instructors from speaking in English and gaining English proficiency. Therefore, this study analyses the major contributing factors impacting the English language proficiency of Pakistani university students. This study also provides theoretical background by reviewing the published articles and journals related to the English language education. Furthermore, this study employs a mixed-method approach and conducts both surveys of the students to gain insights into the student's perception of the factors that influence language proficiency. Moreover, the study also conducts semi-structured interviews with four English language professors to understand the teaching approaches. The findings of the results demonstrate that some key factors such as socioeconomic status, educational background, educational environment, and parental role influence the language proficiency of university students. To add further, this study is beneficial for policymakers to review the barriers that limit the use of the English language and ultimately decrease English language proficiency among students in Pakistan. It provides critical insights to educators and teachers to develop strategies that can positively influence students' English language proficiency.

English language, as it is employed as a common medium used for communication with people, whom native language is not understandable. In this regard, Governments of developing countries paying attention to promoting English. That require upgradation in the curriculum, as well as, the shift of teaching methodology from teacher to student centered, are the basic requisites for making the change in the educational system possible. That provides opportunities for cooperative learning. Therefore the current experimental study was carried out to find the role of cooperative learning in promoting language proficiency and achievement with regards to English among 8th grade students, who are supposed to study in the private schools of Lahore. The 8th grade students enrolled in private schools of Lahore district implied the population of the study. Whereas, the two girls sections of the 8th class of The Educators School, Jinnah Campus, Lahore, were chosen as the sample and nominated as experimental and control groups. Before and after the intervention, English language proficiency tests (EPT) to measure the students' proficiency in English and English achievement test (EAT) to identify students’ achievement in English developed by the researchers were utilized. Findings highlighted that cooperative learning is an effective teaching methodology that proves beneficial in the improvement of 8th grade students' proficiency and achievement in English. It is recommended that our teachers may use such innovative teaching methodologies in their classroom that not only promote students' involvement for discussion on the relevant topic