English Communication Research Articles

The New Shifting of Community of Practices in Learning Speaking

Speaking is a productive skill that cannot be learned quickly but through a process requiring time, energy, and effort. To accelerate the development of speaking skills, English learners, such as those in senior high school, frequently participate in learning communities, such as Community of Practice. Several studies related to community of practices have been conducted, which reported teacher learning community and learning with peers. However, there is a scarce discussion on the concept of a Community of Practice for learning English-speaking skills. Therefore, this research investigated whether the English Club supports students’ speaking skills. The research methodology used in this study is Narrative Inquiry. The subjects of the research were the students and the coach. The research was conducted at SMA Negeri 6 Banjarmasin. The Researcher employed instruments such as observation checklists and interview guidelines. The findings of the study showed that the English Club at SMA Negeri 6 Banjarmasin supports students in developing their speaking skills. The English Club is a community of students who actively practice using English for communication. The club supports informal learning, focusing on developing public speaking skills through storytelling, speech, and debate. The club's activities are designed to enhance students' fluency and pronunciation.

The usage of Recast Feedback to improve Speaking skills

Feedback is a vital process within English language learning, it performs an important role during error correction to develop language skills, especially one feature of speech which is pronunciation. For this reason, pronunciation is significant for communication and must be understandable, accurate, and clear for effectiveness. Therefore, the objective of the present research is to analyze the use of Feedback Recast in the 10th "A" of General Basic of the Educational Unit "Pensionado Olivo" to improve English pronunciation. This research is non-experimental with a mixed approach, a descriptive modality, and an exploratory level. As a result, it was evidenced that the strategies used in the teaching-learning process of English pronunciation are not well applied. In addition, the methodological process system used in the application of Recast has inconsistencies Therefore, the students do not acquire the necessary competence in pronunciation to achieve an appropriate use of English in communication. Finally, it specifies the correct methodological process that converts the recast into an effective tool to identify and improve pronunciation in the English language.

Language Teaching Optimization: Enhancing the Distinction Between /i:/ and // for Second Language Learners

One of the biggest challenges encountered by second language learners is to accurately differentiate between the two vowels in English: /i:/ and //, which play an important role in everyday communication and are crucial for clear transmission of information and effective communication due to their high functional load (FL). Therefore, the paper aims to gain a more profound understanding of the difficulties learners encounter in distinguishing these vowels, with the hope of providing them with more effective learning strategies and methods. In this paper, seven English majors and seven non-English majors were selected as the study participants using an empirical research method, and audio data on the participants' pronunciation of words containing /i:/ and // were collected using a recording device and analyzed using Praat. The results indicates that both groups frequently lacked an understanding of the distinctive pronunciation characteristics of these vowels, which resulted in instances of pronunciation confusion or inaccuracy. Moreover, it proposes suggestions for enhancing teaching strategies: the integration of audio and visual teaching resources and the implementation of targeted pronunciation exercises can facilitate the acquisition of English pronunciation, thereby enhancing the accuracy and fluency of their spoken English and their performance in English communication.

Language Teaching Optimization: Enhancing the Distinction Between /i:/ and // for Second Language Learners

One of the biggest challenges encountered by second language learners is to accurately differentiate between the two vowels in English: /i:/ and //, which play an important role in everyday communication and are crucial for clear transmission of information and effective communication due to their high functional load (FL). Therefore, the paper aims to gain a more profound understanding of the difficulties learners encounter in distinguishing these vowels, with the hope of providing them with more effective learning strategies and methods. In this paper, seven English majors and seven non-English majors were selected as the study participants using an empirical research method, and audio data on the participants' pronunciation of words containing /i:/ and // were collected using a recording device and analyzed using Praat. The results indicates that both groups frequently lacked an understanding of the distinctive pronunciation characteristics of these vowels, which resulted in instances of pronunciation confusion or inaccuracy. Moreover, it proposes suggestions for enhancing teaching strategies: the integration of audio and visual teaching resources and the implementation of targeted pronunciation exercises can facilitate the acquisition of English pronunciation, thereby enhancing the accuracy and fluency of their spoken English and their performance in English communication.

Investigating English Communication Barriers for Foreign Teachers in the English for International Communication Program

The objectives of this research were to examine the barriers and English communication skills in interactions between foreign English teachers and 1st to 3rd-year students majoring in English for International Communication at Rajamangala University of Technology Lanna Tak. The study involved 45 undergraduate students from this major during the first semester of the academic year 2021. The research instruments used were a questionnaire and an interview form. Quantitative data collected were analyzed for frequency, percentage, mean (????̅), and standard deviation (S.D.) using the SPSS program. The results indicated that the overall level of English communication barriers among 1st to 3rd-year students was high. The primary issues, in descending order, included: lack of confidence in communicating in English with foreign teachers (????̅ = 3.93; S.D. = 0.80). Fear and difficulty in recalling necessary vocabulary when conversing in English with foreign teachers (????̅ = 3.94; S.D. = 0.84 and S.D. = 0.76). Limited opportunities for students to communicate with foreign teachers in English due to large class sizes (????̅ = 4.00). The analysis summarized the current interactions between students and foreign teachers, highlighting that most students have limited opportunities to interact with foreign lecturers. This limitation is exacerbated by the aggressive behavior and insufficient number of foreign teachers at the university, which hinders students' ability to practice English in daily life.

Conquering Communication Barriers: The English Quarantine Al Badriyah Program to Enhance Speaking Skills

Amidst the rapidly evolving global landscape, proficiency in English language skills has become indispensable for accessing information, facilitating effective communication, and engaging in global interactions. This necessity is particularly pronounced for students in Lombok who actively participate in diverse sectors such as agriculture, academia, and trade. Understanding the importance of English proficiency in these contexts, this study explores the communication barriers experienced by students during their learning process. It investigates the underlying factors that impede the development of their speaking skills. The qualitative study involved eighteen participants enrolled in the English Quarantine Al Badriyah (EQAB) Program, with eight selected as primary informants for detailed interviews. Data collection methods included closed-ended questions and semi-structured interviews, which were meticulously transcribed and analysed using data reduction, data display, and conclusion-drawing techniques. The research revealed several significant barriers hindering students’ English-speaking skills, including nervousness, lack of vocabulary, and shyness. Conversely, the study identified motivation factors, positive feedback and agreeable activities as pivotal elements that could effectively enhance students’ speaking proficiency. This study underscores the critical role of English language proficiency in empowering students to overcome barriers and actively participate in global discourse. By addressing these challenges and leveraging supportive factors, educators and stakeholders can better facilitate the development of robust English communication skills among students in diverse educational and professional settings.Keywords: Communication Barriers; Enhancing English; Speaking Skills.

Enhancing Intercultural Business English Communication Factors Evaluation System Using the Termite Life Cycle Optimization Algorithm and Dynamically Stabilized Recurrent Neural Network

In today's globalized business environment, effective intercultural communication in English is paramount for successful collaboration among professionals from diverse backgrounds. To enhance the accuracy of the evaluation system, enhancing intercultural business English communication factors evaluation system using the termite life cycle optimization algorithm and dynamically stabilized recurrent neural network (IBEC–DSRNN–TLCOA) is proposed in this manuscript. The input image is captured from mobile camera. Then the input images are preprocessed using intelligent weight decreasing firefly–particle filtering (IWDFPF) to remove noise and enhance the input images. Afterwards, the preprocessed image is fed to the entropy-founded spatial fuzzy C-means clustering approach for segmenting the image. Then the contrast, correlation, energy and homogeneousness features are extracted by using force-invariant improved feature extraction technique. The extracted features are given to dynamically stabilized recurrent neural network (DSRNN) to image target detection and English description generation. Termite life cycle optimization algorithm (TLCOA) is employed to enhance the weight parameters of DSRNN. The proposed IBEC–DSRNN–TLCOA method is implemented. The proposed IBEC–DSRNN–TLCOA method provides 32.53%, 31.86%, and 35.72% higher accuracy; 35.58%, 32.16%, and 37.72% higher F-measure when compared with the existing methods, such as exploration of intelligent translation with evaluation systems for business English (IBEC–RCNN), E-learning engagement with convolution neural networks on business education (IBEC–CNN), and deep neural network-based research on scoring business English oral training (IBEC–DNN), respectively.

An Overview of Language Shift from French to English in Scientific Articles

The drastic language shift that Algeria has witnessed in recent years, notably towards English, has gained significant ground. This paper examines the evolving dynamics of scientific discourse translation in Algeria. Since gaining independence in 1962, Algeria has been closely associated with Francophone networks, with the French historically dominating scientific communication. However, in recent decades, English has gained predominance in scientific discourse, surpassing French. Through a comprehensive review of academic literature, this paper explores the historical context that has shaped Algeria’s linguistic landscape, leading to this significant transition. The study delves into concepts such as language shift, domain loss, terminology, and translation to understand their impact and relationship within multilingual research contexts. By examining these concepts, the paper seeks to illustrate how they have influenced the shift towards English in Algerian scientific communication. Additionally, the paper investigates the underlying motivations for the increased adoption of English as the primary language of scientific discourse among Algerian researchers and institutions. Key factors include the influence of international scientific norms, the availability of extensive English language resources, participation in global research collaborations, and the enhanced visibility that English provides in the global scientific arena. While this transition to English offers numerous opportunities for Algerian researchers, such as improved access to international research networks and increased publication potential, it also presents challenges. Linguistic and cultural barriers may hinder effective communication and collaboration, potentially impacting the quality of research and its dissemination. The paper concludes by analyzing the intricate ramifications of these translation trends and their implications for Algeria’s scientific research landscape. Understanding these dynamics is crucial for developing strategies to support researchers through this transition and ensuring their successful integration into the global scientific community.

Meta-synthesis of Task-based Learning Implementation in China: Impact and Challenge

Task-based Learning (TBL) is a dynamic, student-centered approach where learners actively engage in guided learning tasks that mimic real-world scenarios. This hands-on experience encourages the practical application of language skills, fostering deeper understanding and retention. Meta-synthesis, in this context, involves the systematic integration and coordination of various educational components to maximize the benefits of TBL. Numerous studies have demonstrated the positive impacts of TBL on students’ language proficiency, critical thinking abilities, and overall engagement. Additionally, it enhances teachers’ competencies, allowing them to adapt their methodologies to better meet student needs and improves classroom organization by promoting active participation. However, challenges remain, particularly due to limited knowledge and skills surrounding TBL among educators. These insights are significant not only for enhancing the theoretical foundations of TBL but also for providing foresight into potential obstacles educators may face. By understanding these challenges, educators can develop effective strategies for resolution, ensuring a smoother implementation of TBL. Teachers are, therefore, encouraged to embrace this innovative approach within their teaching practices, as it holds the potential to vastly improve students’ language acquisition. Ultimately, integrating TBL can create a more interactive and engaging learning environment, equipping students with the essential skills needed for effective communication in English.

Students’ Willingness to Communicate in English in EFL Digital Context:

This study investigates the impact of social media on students' Willingness to Communicate (WTC) in digital contexts in English as a Foreign Language (EFL). WTC is defined as an individual's readiness to communicate verbally or remain silent when given the freedom to choose. This research utilizes a Narrative Inquiry approach to explore the experiences of an Indonesian EFL learner at the University of Islam Malang. Data was collected through in-depth narrative interviews, focusing on the participant's use of social media platforms such as Facebook, YouTube, Instagram, Twitter, TikTok, and Telegram for English communication. Findings reveal that digital interactions significantly enhance the participant's motivation, confidence, and language proficiency. Social media platforms facilitate real-time communication, expose learners to diverse linguistic contexts, and provide opportunities for immersive language practice. This study underscores the importance of integrating digital tools into traditional language education to support self-directed learning and improve students' WTC in English. These insights contribute to the growing research on Informal Digital Learning of English (IDLE) and its role in language acquisition and communication readiness.

English for Tour Guide: Kegiatan Pengabdian kepada Masyarakat bagi Guru SMK di Purbalingga

This community service program seeks to help teachers enhance their English communication abilities, and in particular English for Tour Guide. Aside from that, it provides information, insight and creative inspiration in teaching and learning activities, which can indirectly contribute to the growth of local tourism. This activity was carried out utilizing a training method based on the results of an analysis of needs and challenges encountered at SMK Negeri 1 Bojongsari in terms of English mastery, conducted through interviews and observations. The training method used is through presentation of material, drilling, and evaluation. This PKM activity is for vocational school teachers and students, as well as UHAMKA lecturers and students. This training event went off without a hitch, as planned by the UHAMKA PKM team. Participants were enthusiastic and involved in creating a conducive atmosphere till the program ended. The evaluation results indicate that more time is needed for practice and evaluation. Furthermore, it is advised that existing activities such as comparable training, be held on a regular basis to develop teachers' teaching skills.

Enhancing Employability: A Systematic Literature Review on the Significance of English for Occupational Purposes in Higher Education

Employability of the graduates is the main issue that should be addressed by higher education institutions. The study aimed to investigate the implementation and importance of English for Occupational Purposes (hereinafter, EOP) to improve graduates’ employability. This study utilized a systematic literature review to synthesize the literatures related to EOP. There were 23 articles obtained from publication database and search engines namely ScienceDirect, Google Scholar and Semantic Scholar that were published between 2013 and 2023. This study found that the implementation of EOP has been conducted in several areas of disciplines in higher education namely aviation, engineering, healthcare, tourism, and hospitality around the world. Furthermore, EOP is important to improve students’ English communication skills in spoken and written form which contributes in improving students’ employability. Besides, EOP also enhances students’ soft skills in line with industry demand in the 21st century.

Research on Multimodal College English Teaching Model Based on Genetic Algorithm

Analyzing College English texts is essential for quantitatively evaluating their grammar, phrases, and words to enhance their use in writing, conversation, and other contexts. The precise and clear use of College English words, phrases, and sentences is essential to knowledge-based and foundational learning systems. Text data analytics run into problems with data amount, data diversity, data integration and interoperability. It is challenging to accomplish human-computer interaction in spoken College English communication and to assist students with corrections using the conventional methodology of teaching College English. Therefore, this paper proposed the Genetic Algorithm-based intelligent English course optimization system (GA-IECOS) to handle the scheduling above issue of college English classes and optimize college English teaching courses. The results demonstrate that the conventional BP neural network's local scheduling optimization issue may be resolved using the multidirectional mutation genetic BP neural network method. Subsequently, a mix of formative and summative assessments will be used to establish a couple of groups to evaluate the effectiveness using a control population and a trial group of a GA-IECOS for English language classes using a multidirectional mutation genetic algorithm and an optimization neural network. The results demonstrate that the GA-IECOS algorithm is more effective in the classroom and may greatly improve students' English performance

The Current Scenario of English in Education in Rojava: Policy, Implementation and Implications

Recent changes in English language education in Rojava have led to a need for understanding the challenges faced by teachers in Rojava’s universities. This qualitative study combines in-person and online interviews with four English teachers and an analysis of university documents to identify the key challenges in implementing English language policies in Rojava today. The study reveals significant obstacles, including financial constraints, overcrowded classrooms, and concerns about teacher quality. To address these challenges, the study suggests comprehensive training programs for English language teachers, improving their English communication skills, pedagogical training, and technology integration into English language classes. By tackling these issues, Rojava’s universities can improve their English language policies and overall English language education. Limitations and future research suggestions are discussed in the article.

ДОПОВНЕНА РЕАЛЬНІСТЬ ЯК ЕФЕКТИВНИЙ ІНСТРУМЕНТ ВДОСКОНАЛЕННЯВМІНЬ ГОВОРІННЯ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ

The article explores the role of augmented reality (AR) as an effective tool of developing speaking skills in English language classes. In the modern world, where technologies intertwine with reality, AR not only emerges as a trend but also stands as a powerful tool for education. By immersing themselves in an interactive environment, students gain a unique opportunity to apply their communication skills in real-life situations, fostering not only increased motivation but also the development of key linguistic abilities. It is noted that the research topic has gained significant popularity abroad in the past decade, yet in the domestic educational segment of English language teaching, it remains on the periphery of scientific investigations. Therefore, the author of the article aims to uncover the potential of AR applications and platforms as effective tools for enhancing students’ speaking skills in English language classes. The article examines mobile AR applications and platforms and proposes specific exercises for the development of speaking skills suitable for use by teachers. The author reveals the immense potential of augmented reality for revolutionizing the teaching of English as a foreign language (EFL), as AR applications seamlessly integrate digital elements into the real environment, offering a unique and immersive learning experience beyond traditional methods. One of the main advantages highlighted in using augmented reality in the context of speaking development is the ability to create immersive scenarios where students find themselves in different situations requiring the use of English for effective communication. For example, they can interact with virtual characters, solve tasks, and engage in role-playing games, contributing to the development of linguistic skills and confidence in oral communication.

PECULIARITIES OF TEACHING ENGLISH TO ADULTS

Teaching English to adults presents a unique and captivating challenge distinct from instructing children or teenagers. Adults bring diverse backgrounds, motivations, and learning styles to language acquisition, making it essential for educators to adapt their approaches. Motivation is a key factor in adult learning, with adults often choosing to learn English for specific reasons such as career advancement or travel. While many adults urgently need English for international communication, they may face challenges due to prior unsuccessful learning experiences. The concept of "andragogy" emphasizes the practical orientation of adult learning, independent work, and the student's leading role in achieving specific goals. Notable psychologists like Carl Rogers stress the importance of relevance, preserving identity, involving the whole person, and encouraging self-criticism in successful adult learning. Ukrainian psychologists and scientists, including O. Tarnopolsky, M. Kushnirov, O. Palii, and T. Besarab, have explored the peculiarities of teaching English to adults. They highlight variations in language proficiency, goals, and learning styles among adult learners, advocating for individualization of training to cater to diverse needs. The time constraints of adults necessitate flexible schedules and the option for online learning. Practical language usage in real situations is crucial for effective learning.

The role of context in transactional English: spoken utterances and public signs in the UAE

Transactional and interactional English communications tend to be on a continuum rather than a dichotomy, with some communications having characteristics of both, yet others tending more toward one type of communication or the other. In general, written communication tends to be more informative (transactional) than spoken communication, which tends to include more interactional communication. Using insights from geosemiotics and linguistic analysis, this study analyzed spoken English-as-a-lingua-franca (ELF) communication observed in Dubai/Sharjah and written communication in public signs in Al Ain, looking at how contextual influences play a role in facilitating hearer/reader understanding of the meaning being communicated. From identified ELF communications in Dubai/Sharjah and photographed public signs with English text in Al Ain in the UAE, 10 spoken and eight written instances of transactional English were selected to be analyzed in terms of patterns in the role of context in hearer/reader understanding of intended meaning. Comparing/contrasting contextualization of these spoken and written transactional English communications revealed the influence of the context on hearer/reader awareness of spatiotemporal aspects, background schemata (social/societal, cultural, economic, and religious aspects), prior communications, and ELF mutual accommodation of meaning in terms of understanding and interpreting intended meaning, as well as identifying aspects of contextualization common to both spoken and written transactional English.

Exploring the Telephone Call Experience of Patients with Non-English Language Preference in Primary Care vs. Specialty.

Latine people, comprising 18.5% of the US population, constitute the largest ethnic minority group, with nearly one-third self-identifying as having non-English language preference (NELP). Despite the importance of the telephone in health care access, there is limited understanding of how NELP patients navigate telephone calls with primary and specialty care clinics. This qualitative study aims to capture how Spanish speakers with NELP characterize their telephone call experiences with primary and specialty care clinics. Semi-structured interviews were conducted with 24 Spanish-speaking participants from primary care clinics with a sizeable proportion of patients who prefer to communicate in a language other than English at an urban academic medical center in Boston, MA. Participants were selected from primary care clinics that were well-equipped to serve Spanish-speaking patients. A total of 24 Spanish-speaking patients with NELP, mainly women (83%), with a mean age of 55.8years, participated. They represented diverse countries of origin, with an average length of time in the USA of 21.7years. Interview questions prompted participants to describe their telephone call experiences with front desk staff, with attention to interpreter availability, ancillary assistance, health outcomes stemming from a lack of language services, and emotional consequences of language discordance on calls. Patients perceived primary care clinics as providing familiarity and language concordance during telephone interactions, contrasting with specialty care clinics, seen as sources of monolingual English communication. Participants utilized various strategies, such as requesting interpreters, using concise English phrases, or seeking assistance from acquaintances, relatives, or primary care clinic staff, to mitigate language barriers. The findings underscore significant challenges faced by Spanish-speaking patients with NELP in ambulatory specialty care telephone calls. The study emphasizes the importance of creating inclusive multilingual telephone environments, standardizing interpreter access, and reflecting the diversity of the communities served.

Linguacultural competence in business English communication: the case of a business English textbook in China

ABSTRACT Internationally operating professionals in China study business English to develop their language proficiency and transcultural communicative competence. While a variety of business English textbooks are on the market and are used in China, their conceptualizations of culture tend to be nation-based, static, and predictable – views of culture that have been increasingly problematised in the field of second language teaching and learning. This investigation drew on a research-informed conceptualisation of linguacultural competence that incorporates three theoretical lenses: Business English as a Lingua Franca (BELF), linguaculture, and genre. Competencies identified in the research literature were cross-checked with empirical data from active job-experienced business professionals via semi-structured interviews and questionnaires. These competencies were then used to examine how one popular business English textbook, Market Leader Intermediate, fares in developing linguacultural competence. The results revealed that while the textbook includes opportunities to develop several necessary competencies, many others are not addressed. Further, expressions of culture in the textbook are often simplistic or limited. These findings can inform textbook adaptations and development for effectively inculcating linguacultural competence in internationally functioning professional communicators.

Enhancing English Speaking Competence for Vocational Students: Descriptive Qualitative Analysis

This research explores the critical need for speaking skills and competencies in English in the context of vocational education. Through a comprehensive exploration of language skills, linguistics and literature, human resource management, and the role of learning organizations, this study provides an in-depth understanding of the important role of literacy in English in vocational education. The findings reveal that English proficiency is not just an advantage but an absolute necessity for vocational students in today's increasingly connected world. English serves as a gateway to a wide range of global information, collaboration with international peers, and participation in a wider professional network. Effective communication in English is now a prerequisite in the job market, with recruiters in various industries looking for candidates who have strong English-speaking skills. In addition, the study emphasizes that the linguistic and literary dimensions in English proficiency not only deepen communication skills but also increase cultural awareness. By understanding the nuances of language, vocational students can navigate a diverse professional environment with cultural sensitivities, which is an invaluable trait in the global world of work. Learner organizations play an important role as champions of change, influencing curriculum development and resource allocation to support English language education for vocational students