BA English Research Articles

Self-efficacy in communication and employability skills of English language students

The majority of the relevant studies have concentrated on identifying the potential employable abilities of Bachelor of Arts in English Language (BAEL) students in general rather than the employability skills of BA English Language graduates. Hence, it is important to know also what are the employable skills of the BAEL graduates in order to determine the areas of workplace they are to be employed in. This study aims to know the self-efficacy of BAEL students in oral, written, computer-mediated communication and the important employability skills of BAEL undergraduate students. The study is quantitative in nature, and a descriptive survey approach was employed to ascertain the respondents' employability skills in the various fields. The researcher used Google Forms for the survey questionnaire. The study revealed that the self-efficacy of the BA English Language fourth year undergraduate students had a positive opinion of their own skill efficacy. The English language students can handle themselves in company especially when interacting in small groups. They can carry out written communication tasks and also electronically assisted tasks. On the other hand, BAEL students have potentials to be employed in various industries. The researcher advised the students to be readily accepted in various fields in the workplace after graduation. Teachers and curriculum/policy makers were suggested to create learning interventions that can enhance the employability of the students in the various areas of English communication.

Factors Deterred BA English Major Students’ Academic Achievements at Nangarhar University

Learning academic and professional English is essential for nonnative speakers. However, learning this international language is not as simple as students and teachers think in the EFL context. In Afghanistan, students study English language programs up to undergraduate and graduate levels. They join the programs to overcome written and oral communication problems, comprehend English text, and learn language-related issues such as linguistics, EFL research, and macro skills of the English language. The major purpose of this scientific study is to find the factors that challenge students from achieving academic success in BA English studies at Nangarhar University Moreover, it aims to identify appropriate strategies for implementing creative teaching approaches and their effects on undergraduate students’ academic achievement. This study was conducted through a systematic review of literature and individual interviews. Twenty-four senior and junior students were interviewed about levels of student engagement through semi-structured interviews. The participants pointed out factors such as lack of innovative teaching approaches, shortage of technological tools in the classroom, no or less motivation, outdated teaching materials, lesson extracurricular activities, and students’ weak English background as factors that deter learners from fluent speaking, critical reading, and creative writing. The scientific study found that creative teaching approaches develop critical thinking and help students to become autonomous learners which is important for academic achievement in undergraduate programs.

Pre-Admission Skills Assessment of BA English Language Aspirants in a Public University

Pre-Admission Skills Assessment of BA English Language Aspirants in a Public University

Motivation in L2 learning: An analysis with self-determination theory

In response to the national policy, compulsory English courses are offered to all undergraduates in Bangladesh, and all of them must attend mandatory English lessons at the secondary level for 12 years. This study started with an observation where learners from non-English departments, compared to the BA English students, were found to be less motivated during classes, lacked essential language skills for advanced-level courses, and were unwilling to improve their linguistic repertoire. 162 participants from two universities in Chattogram, Bangladesh, were selected for this mixed-mode research to conduct a three-phase study within a self-determination theory (SDT) framework, a comparatively newer model of studying human behaviour. It is utilised as a macro theory to examine human psychology and the mechanism of probable actions, and the three dimensions of SDT (autonomy, competence, and connectedness) were tested to assess learners’ determination level and address the issues mentioned above. Based on follow-up qualitative data, the study concluded that learners’ inconsistent conduct is influenced by externally regulated behaviour. They resist this extrinsic pressure from the beginning of their English education in schools and fail to feel connected to the existing language teaching practices leading to such output at the universities.

Investigating English Language Difficulties Faced by EFL University Students among Fourth-Year BA English Major

This study investigated the current difficulty levels encountered by EFL university students among fourth-year BA English majors in fundamental areas of English language skills: reading, writing, listening, and speaking. A quantitative research design was employed, and the study utilized a purposive sampling method to select participants among fourth-year BA English majors from the Faculty of Liberal Arts. A self-made questionnaire was administered to assess students’ perceived challenges, scoring average difficulty ratings of 3.32 for general English skills, with specific averages of 3.16 for writing, 3.20 for listening, 3.22 for speaking, and 3.18 for reading. The results indicated that students experience concerning difficulties, particularly in writing and speaking, where a significant number reported anxiety and a lack of confidence in their communicative abilities. Additionally, challenges in listening comprehension, especially concerning diverse accents, were highlighted, emphasizing the need for targeted pedagogical interventions in these areas. Furthermore, grammar and vocabulary were identified as critical domains requiring additional instructional emphasis. To address these challenges, the study proposes several essential steps within the English as a Foreign Language (EFL) framework. It aims to expand further enhancement of the curriculum through the integration of practical courses that emphasize real-world communication, such as business communication and public speaking. In addition, it suggests increasing interactive classroom activities to mitigate anxiety and uplift student confidence, while recommending the incorporation of new opportunities to facilitate the application of language skills in authentic and even more realistic contexts.

An analysis of the importance of pursuing the BA Hons (English) degree programme in Sri Lanka

Introduction: Second language learning has become a socially valued vital learning process since it has the influencing potential to form, manipulate and change the social individual identities towards positive recognition. In Sri Lanka, English has become the most prestigious language in society and competence in English is required as the most obligatory qualification for a person to be recognized in society. Thus, the educational process of learning English as a second language has become a highly acknowledged and vital section of the Sri Lankan educational system. Objectives: The study aimed to analyze the impact of the BA (Hons) in English programme in facilitating individuals with a pedagogy through which they will be able to enrich their knowledge of the study of language, fields of linguistics, diverse domains of literature, philosophy and research. Methodology: The study was conducted as secondary research and within the secondary data collection process, the information was gathered and analysed discursively based on selected secondary sources of information such as scholarly articles, books, reports etc. The theoretical perspectives and ideologies of Bonny Norton, Pierre Bourdieu, Chris Weedon, Susan M. Gass, Larry Selinker, Dudley- Evans, Maggie Jo St John etc. were applied. Results: Literature studies are considered an integral part of the BA English curriculum since they can be considered a source which triggers social empowerment and develops critical and analytical skills of the students while enabling them to perceive the world through diverse perspectives. Computational linguistics, an emerging science in the current educational sphere, strengthens the quality of the BA Hons in English degree programme by facilitating the coordination between two disciplines, linguistics and computer science, in producing an innovative language teaching and learning platform embedded with computer applications and programs. The undergraduates who follow the BA English degree programme are expected to develop communication skills in English and other competencies which are needed for lifelong learning. Conclusion: The Bachelor of Arts in English degree can be identified as the most productive educational programme in providing students with a greater improvement from communicative competence to mastery of English proficiency. It was observed that graduates with a BA in English are given more preference than conventional business-minded graduates since English graduates are identified as super thinkers, individuals with skills in teamwork, problem solvers with rich analytical skills and risk takers who handle challenges strategically

The Influence of Social Media on the Academic Performance of Literature-in-English Students in Kano State: A Case Study of Federal College of Education, Kano; Kano State College of Education and Preliminary Studies, Kano; and Aminuddeen College of Education, Kano

Literary studies encourage students to inculcate reading culture which ultimately produces graduates with creative and critical mind-set that could analyse and interpret all aspects of human life. Considering the importance of this field of knowledge, the National University Commission and Joint Admission and Matriculation Board have made it mandatory for admitting students into Nigerian universities to study BA (Ed) English, BA English, Law, and a host of other related programs at both undergraduate and post graduate studies. This research investigates how social media hinders the academic performance of Literature-in-English students in Kano State. Much attention given to the social media platforms by the students plays a significant influence in taking them relatively far away from their studies, and consequently making them too reluctant towards their academic pursuit which results into a great number of failures. Therefore, this research investigates the influence of social media on the academic performance of Literature-in-English students in Kano State. The study adopts a survey design with questionnaire as data collection instrument. The population of the study is the students of Federal College of Education, Kano; Kano State College of Education and Preliminary Studies, Kano; and Aminuddeen College of Education, Kano. The research analyses its data using descriptive and inferential statistics to present its findings and recommendations.

Uncovering Digital Competence in Language Instruction: A Study of Pre-Service English Teachers in Saudi Arabi

the role of technology as a catalyst for change and development has become irrefutable in various language learning settings. However, not all language teachers are mindful about using technology in their language teaching practices, owing to their lack of adequate digital competencies. The purpose of this research is to promote digital competencies and related components among the study participants. This investigation applies the Framework of Competency Profile for digital teachers. The results were obtained by quantitative analysis, using data collected from a sample of 151 language learners, all enrolled in BA English language programmes across 8 universities in Saudi Arabia. These learners are considered pre-service English language teachers, as they are near graduation. The findings demonstrated participants’ highest and lowest digital competences, leading the researcher to identify practical implications, particularly regarding how to conduct training to compensate for low competencies. The findings also revealed that there is no correlation between levels of study and digital competencies. There was also no influence of gender on digital competencies. From these findings, the researcher concluded that the identification of competencies is essential for instructors, educators, administrators, and policymakers, in order to design more effective and appropriate training programmes for teachers in each context. Finally, the findings provided realistic analysis of the components and sub-components related to digital competencies among the target audience.

Uncovering digital competencies among language teachers: A case study of pre-service English teachers in Saudi Arabia

The role of technology as a catalyst for change and development has become irrefutable in various language learning settings. However, not all language teachers are mindful about using technology in their language teaching practices, owing to their lack of adequate digital competencies. The purpose of this research is to promote digital competencies and related components among the study participants. This investigation applies the 2019 Framework of Competency Profile for digital teachers. The results were obtained by quantitative analysis, using data collected from a sample of 151 language learners, all enrolled in BA English language programs across 8 universities in Saudi Arabia. The findings demonstrated participants’ highest and lowest digital competencies, leading the researcher to identify practical implications, particularly regarding how to conduct training to compensate for low competencies. The findings also revealed that there is no correlation between levels of study and digital competencies. There was also no influence of gender on digital competencies. Keywords: Digital competence; language teachers; pre-service teachers; skills; training programs.

The effect of implementing a critical thinking intervention program on English language learners’ critical thinking, reading comprehension, and classroom climate

Entering the age of globalization and multi-cultures, the education system has become more accountable to provide a positive and productive learning atmosphere in which both life skills and academic skills are taught and trained. Following this welcoming trend, the present study sought to integrate a proposed critical thinking-based intervention program (3Es) on the ground of Bloom’s original and revised Taxonomy (1956, 2001) into a BA English reading course. This study examined the treatment’s effect on learners’ critical thinking, attitudes toward L2 classroom climate, and reading comprehension in an English as a foreign language context of Iran. According to the placement test results, excluding the upper-intermediate ones left a sample of 40 (29 females and 11 males) intermediate participants being assigned to two groups: control and experimental. While the former received conventional instruction, the latter was exposed to the critical thinking program presented in three stages: exposure, exploration, and evaluation. The data were derived from Honey's critical thinking questionnaire (2004), the L2-contextualized adapted version of WIHIC (What Is Happening In The Class) designed by Fraser et al. (1986), and the British Council reading comprehension tests. After analyzing the data, the results demonstrated positive changes in the experimental group participants’ critical thinking, reading comprehension, and learners’ attitudes toward classroom climate after implementing the critical thinking intervention program. Our findings contribute to firstly EFL practitioners and curriculum designers, as the main authorities in revising and developing curricula and educational facilities to include the skill of critical thinking as one of the major contributors to the positive atmosphere of the class, and next to the teachers to become cognizant of the influential role of critical thinking in students’ attitudes toward the classroom and their academic development.

Grammar and Written Discourse Competence of BA English Students

This paper aimed to ascertain the level of grammar and written discourse competence of BA English students. Likewise, it sought to determine significant differences in the level of grammar and written discourse competence of students when they were grouped according to sex and school of origin. Moreover, it purposed to discover the relationship between grammar competence and written discourse competence. The respondents were all 77 First Year BA English students of a state college in Negros Occidental. Employing descriptive-comparative and correlational research designs, a standardized test questionnaire was used to gather data about grammar competence, and a standardized rubric to assess written discourse competence. Mean, standard deviation, t-test and Pearson r were used to gather data. The findings reveal that the level of grammar competence of the respondents when taken as a whole was average while their level of written discourse competence was high. The male respondents and those who came from private schools had high-level grammar competence while the female respondents and those who came from public schools had average-level grammar competence. The male respondents and those who came from public schools had average-level written discourse competence. The female respondents and those who came from private schools had high-level written discourse competence. Furthermore, there was no significant difference in the level of grammar and written discourse competence of the respondents when they were grouped according to the profile variables, and there was a low positive relationship between their level of grammar competence and level of written discourse competence.

Grammar and Written Discourse Competence of BA English Students

Grammar and Written Discourse Competence of BA English Students

Familiarity of Facebook Slang Words and Reading and Writing Practices of BA English Students

This study focused on the familiarity of Facebook slang words and communication practices of 67 first year BA English students of Carlos Hilado Memorial State College enrolled on the Second Semester of the Academic Year 2018-2019. Specifically, this study focused on the level of familiarity on Facebook slang words and the extent of reading and writing practices using the Descriptive-Correlational Method of research. The data were obtained through the use of researcher-made questionnaire. The statistical tools used in this study included the mean, standard deviation, t-test, One-Way ANOVA, and Pearson’s Product-Moment Correlation. The results showed that the level of familiarity of first year BA English students is Excellent when grouped according to high school of origin and average length of time spent on Facebook. However, the extent of reading and writing practices is to a Moderate Extent when grouped according to high school of origin and average length of time spent on Facebook. There is a significant difference in the level of familiarity on Facebook slang words when students are grouped according to high school of origin while there is no significant difference in the level of familiarity on Facebook slang words when students are grouped according to average length of time spent on Facebook. No significant difference is seen in the extent of reading and writing practices when students are grouped according to high school of origin and average length of time spent on Facebook. There is no significant relationship between the level of familiarity on Facebook slang words and the extent of reading and writing practices of students.

Familiarity of Facebook Slang Words and Reading and Writing Practices of BA English Students

Familiarity of Facebook Slang Words and Reading and Writing Practices of BA English Students

Markers in Select Electronic Essays of English Language Students

This study ascertained specific discourse markers used under the categories of contrastive, elaborative and inferential in the selected electronic essays of freshmen Bachelor of Arts in BA English Language students of a government run university in Tacloban City, Leyte, Philippines. It pinpointed the discourse markers that are used incorrectly by the freshmen students in their writings. Using a qualitative research design, the data were sourced from the sixty-two students’ electronic essays, enrolled in the History of the English Language course during the first semester of academic year 2021-2022. The essays were described, analyzed and interpreted using the framework on discourse markers developed by Fraser in 2009. Results showed that the students used restricted set of contrastive (“but” and “however”), elaborative (“and” and “furthermore”), and inferential (“because (of/this)” and “so (that)”) discourse markers (DMs). Furthermore, multiple incorrectly used DMs were also found as caused by misused, unnecessary, non-functional, and ungrammatical DMs. As use of discourse markers seemed restricted among the language students, the researchers found a gap of familiarization with other discourse markers and their functions among them, hence, limiting them to use common discourse markers (e.g. but, and, so that etc.). Moreover, students are also still incognizant with the basic functions and categorization of discourse markers which somehow affect the quality of their electronic essay outputs.

The Text Is Too Long: Assisting University Students with Reading Academic Texts in a Foreign Language

University studies rely primarily on written sources, which have to be read, comprehended and then discussed by students and teachers in class to become a part of an expanding knowledge system. For several years, the author has been teaching an introductory course on second language acquisition to first year BA English Philology students in Poland. She has noticed that throughout the years, the students have had more and more problems with comprehending the basic course-related texts and passing course tests. To help them, the author decided to change the way of working with the texts by implementing a support reading strategy based on generating questions to the texts by the students themselves. This intervention resulted in better text comprehension, which contributed to a development of knowledge, as evidenced by test results and reported by students in a post-course survey. Making text-based questions, the students worked in groups which supported their self-confidence and the feeling of success.

I Want but I Can’t: The Dilemma of EFL Learners in Practising English in the Saudi Context

The current literature suggests that learners in foreign English language learning contexts may suffer from the lack of opportunities to practise English. Language practice is regarded as fundamental for mastery of English. This study aimed to investigate Saudi EFL learners’ English language use outside the domain of the classroom. A mixed-method approach was adopted for data collection by employing an online survey with an open-ended section and conducting semi-structured interviews. The study participants were male and female students undertaking BA English programs at Saudi universities across the main five regions in the country. The study adopted a convenience sampling technique, and a total of 627 students responded to the survey (M = 291; F = 336), and eight students were interviewed (M = 5; F = 3). The data collection process went through two phases to obtain deeper insights into the investigated phenomenon: first, administering the online survey and conducting the analysis to extract the main themes of inquiry; and second, using these themes as a guide for conducting the interviews. The study’s main findings include learners finding themselves in a dilemma where they desire more practice of English outside the domain of the classroom and, at the same time, lack proper opportunities for practice. Implications of the study are also discussed.

Yemeni Universities Translation Programs Output and Labor Market Needs: Bridging the Schism

This paper aimed to identify whether or not Yemeni university translation program output meets the actual labor market needs, and to what extent the gap can be bridged. The study follows a purely qualitative approach. An empirical evaluation of translation programs in a sample of private and public universities was conducted. This evaluation involved a test administered to 10 BA English holders of Taiz University and UST. Findings revealed a gap between the outcomes of such programs and expectations. Participants were not qualified enough to translate various documents related to the labor market. In order to bridge this gap, some recommendations were put forward to the stakeholders. Keywords:: translation programs, output, labor market needs, Yemeni universities

Learners’ Attitude towards the Adaptation of CLIL in Undergraduate English Literature Courses in a Private University Context in Bangladesh

For a lack of competence in the English language, students of BA English programs in private universities in Bangladesh appear to struggle to understand the lessons involving literary content (Alam, 2018). To help students with adequate skills in English, adapting Content and Language Integrated Learning (CLIL), with equal emphasis on subject teaching and language teaching for enhancing both the skills of communicating and transferring content knowledge, appears to be more effective than just lecture-based content teaching of literature. Then again, the success of CLIL in literature classes depends on learners’ positive attitude towards it (Dörneyi, 1990; Dörneyi, 2001; Gardner & Lambert, 1972; Heckhausen, 1991). Therefore, this research intends to explore learners’ perceptions about integrating task-oriented literary materials with both content and language teaching to develop students’ comprehension level of literary contents as well as enhance their English language skills. This paper, a fraction of a larger research, will focus on the findings of a questionnaire and interviews to address learners’ perspectives regarding the strengths of using CLIL in undergraduate English literature classes in Bangladesh. A group of first year undergraduate students of English literature courses in a private university participated in this research. The quantitative data from the questionnaire was analyzed using an Excel spreadsheet and the qualitative interview data was analyzed thematically. Based on the analysis of the findings, the research identified that the learners expressed a mixed attitude towards CLIL in literature classes regarding its strengths and weaknesses. The majority of the learners with weaker language skills enjoyed CLIL whereas learners with better language skills preferred lecture-based lessons instead of CLIL.

Comparing English Language Learners’ Perceptions of How Reliable Computer-Based, Teacher-Based, and Peer Feedback Is: A Case Study

The literature emphasises the role of feedback (FB) in writing development, leading to explorations of different types of FB to provide, such as teacher-based FB (TBF), peer feedback (PF) and computer-based feedback (CBF). This quasi-experimental study aimed to investigate EFL learners’ perceptions of the reliability of TBF, PF and CBF. The participants (n = 40) were Saudi male EFL students in a BA English programme at a Saudi university. The study employed an experimental group (n = 21) and a control group (n = 19). For data collection, pre- and post-intervention questionnaires were administered. The intervention exposed the participants to giving and receiving PF and introduced them to CBF. Following training in providing PF and using the automated system, the participants went through four cycles of writing during which they developed four essays; with each essay, PF and CBF were employed to produce multiple drafts. The main findings indicated that TBF was perceived to be the most reliable type of FB, and that CBF was considered more reliable than PF. Additionally, our findings suggest that the more students are exposed to CBF, the more likely they are to accept it. Pedagogical implications arising from these findings are also discussed.