English Language Communication Skills Research Articles

THE USE OF SPEAKING STATION SITE FOR EFFECTIVE COMMUNICATION IN ESL CLASSROOM

English language teachers or instructors need changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Today, students are expected to use the English language in daily communication as well as to learn the workplace English language communication skills. The common speaking lesson in the classroom only requires the students to respond to simple utterances. Thus making some students reluctant to speak. Due to this reason, English language teachers or instructors need to have a solid platform that can guide them in planning and creating better ESL classroom communication. This research was conducted with the aim to help teachers in conducting effective ESL classroom communication. A speaking station site is created to allow English language teachers or instructors to explore their course of action taken in teaching speaking activities after viewing the speaking station site. This speaking station site offers teachers or instructors a guide in the simplest education technology. The site does not require specific payment and almost all can access the link to the platform. The data was collected through interview questions conducted via Google form. Then, it was analysed quantitatively and qualitatively. The results showed English language teachers or instructors are at ease with the speaking station site as it provides guidelines for them to plan effective communication classes properly. Further improvement can be considered in providing a checklist to ensure teachers or instructors evaluate their course of action.

Use of Chat GPT in English for Engineering Classes: Are Students’ and Teachers’ Views on Its Opportunities and Challenges Similar?

Mobile technologies have become increasingly important in the field of education, providing innovative ways to engage students and enrich their learning experiences. ChatGPT is an innovative tool that can be used in English for Specific Purposes (ESP) classes to engage students, enhance their knowledge and skills, and add variety and interest to the traditional process of learning engineering English, whether accessed through computers or mobile devices. In light of this, the study aims to investigate and compare the attitudes of technical university students and teachers towards using ChatGPT in English classes, as well as their perspectives on academic integrity issues and the strategies they employ when using ChatGPT. The study involved 22 teachers and 60 students from a Ukrainian university. Quantitative research, which involved collecting data through surveys, showed that students exhibited positive attitudes, while teachers took a more neutral approach. Both groups agree that ChatGPT plays a supplementary role in enhancing both hard and soft skills, as well as English language communication skills. However, they emphasized its impact on the development of research skills. The study highlights critical issues related to academic integrity, specifically the differing perceptions of possible violations between students and teachers. The authors present ideas on integrating ChatGPT into ESP classes, enabling teachers to leverage artificial intelligence (AI) tools for language learning and adapt to changing educational landscapes. The study emphasizes the importance of integrating ChatGPT effectively into engineering English classes to support students’ learning. While emphasizing the importance of guidelines for academic integrity, it also advocates for the creative use of AI tools by teachers and students. Addressing the disparity in attitudes suggests providing teacher professional development to ensure proficient use of AI tools.

A model for applying CLIL and PBL in the chemistry class

Relevance. The research addresses the need to enhance the methodological foundations of teaching chemistry through scientific experience, emphasizing the improvement of educational processes by integrating research and language skills development. Purpose. This study aims to develop a model for chemistry lessons that integrate content and language-integrated learning (CLIL) and project-based learning (PBL) at the laboratory research level, focusing on communication interaction in English. Methodology. Diagnostic testing with assessment using a five-point Likert scale is employed, analyzing data adapted from H.N. Kazantseva's �Learning Attitudes towards Academic Subjects� test. This approach identifies factors influencing student interest in lessons and specific fields, fostering motivational activation, critical thinking, cognitive skills, and research abilities. Results. The study presents a developed model of a chemistry lesson titled �Spectroscopy,� incorporating CLIL and PBL methods across lectures, practical classes, video lessons, and laboratory research. This model integrates scientific experiments on photon emission processes, electron behaviour, and other components, with practical applications such as analyzing emissions from water samples or other materials. The approach emphasizes communication in English, enhancing environmental studies, research skills, visibility in learning processes, thinking activity, and English language communication skills using scientific terminology. Conclusions. The integrated approach proposed in this research enriches the education system by fostering comprehensive learning experiences that integrate scientific inquiry, language proficiency development, and practical application in chemistry education. Keywords: content-language learning; oriented pedagogy; integrated chemistry lessons; spectroscopy

DIGITAL TOOLS FOR ENGLISH LANGUAGE LEARNING IN PHARMACY EDUCATION PROGRAMS

In response to the increasing demand for effective English language communication skills in the pharmaceutical domain, this study explores the integration of digital tools within pharmacy education programs. The globalized nature of the pharmaceutical industry necessitates a thorough examination of innovative strategies to enhance language proficiency among students. Utilizing a mixed-methods approach, the research combines quantitative assessments and qualitative analyses to investigate the impact of various digital tools on language learning outcomes, student engagement, and the practical application of acquired skills.The quantitative component involves evaluating language proficiency levels through surveys and assessments, providing a quantitative measure of the effectiveness of digital tools. Concurrently, qualitative analyses, including interviews and focus group discussions, aim to uncover insights into learner experiences, preferences, and the challenges associated with integrating digital tools into language learning curricula within pharmacy education programs. The study's significance lies in its potential to inform educators, curriculum developers, and policymakers about the benefits of leveraging digital tools for English language learning in pharmacy education. By tailoring strategies to enhance communication skills, the research seeks to prepare future pharmacy professionals to navigate the diverse linguistic landscape of the pharmaceutical industry. The findings contribute to the ongoing discourse on innovative teaching methodologies, providing actionable insights for stakeholders committed to fostering language proficiency and effective communication in pharmacy education programs.

ENGLISH COMMUNICATION CHALLENGES OF ACCOUNTING INTERNS

Today, there is a strong demand for employees who are competent in communication skills as a result of global competitiveness in industries. The same requirement is also demanded of those in the accountancy discipline. Accountants need to be competent in various generic skills, including those related to communication, working under pressure and problem solving. This study explored accounting interns’ perspectives of the challenges and issues faced during their internship experiences and how their English language and communication skills can be improved. In this study, a qualitative research method was adopted where semi-structured interviews were conducted with (i) five interns from the Faculty of Economics and Management of a public university in Malaysia, along with (ii) two managers, and (iii) a supervisor of a Chartered Accountant Company. The interview data was transcribed verbatim and analysed using Braun and Clarke's six-step thematic analysis. The interns’ data were triangulated with the responses from the managers and supervisor which were later validated by three independent interraters using the Cohen's Kappa Reliability Test. Based on the findings, it was identified that the English language communication challenges faced by the accounting interns encompassed (i) their unfamiliarity with workplace terms and jargons, (ii) the English accent being used, and (iii) the level of difficulty of the various tasks. The interns’ perspectives on ways to improve English language communication skills included improving the teaching and learning of English at the university, holding more programmes in English, and making self-efforts by undergraduates to improve their communication skills.

Mobile-Assisted Language Learning to Support English Language Communication among Higher Education Learners in Thailand

The ability to use English has become essential for functioning in the 21st century; not only the basic skills (reading, writing, listening, and speaking) but broader skills in communication and collaboration will be necessary for future success in global environments. Digital transformation in learning via mobile devices helps create authenticity in English language education. They can interest and engage learners, both in and out of the classrooms, while promoting uninterrupted learning, especially during the COVID-19 pandemic. Moreover, advances in mobile applications and virtual learning environments have become important components of developing English language skills, allowing for asynchronous learning in convenient, flexible, and interactive environments on any of a learner’s devices. This paper reports the results of using a mobile-assisted language learning interactive environment (MALLIE), a chatbot-based application, to support the development of English language communication skills. Quantitative data were acquired from 546 higher education learners in Thailand. The information was used for the exploratory factor analysis which shall serve as a baseline for innovation development. The study briefly examined the students’ experiences with any type of mobile learning before focusing on the students’ and a group of experts’ ratings of the intervention in this study. Preliminary studies were conducted with 10 students and experts to identify factors they believed were most relevant for measuring the effectiveness of the MALLIE for English language learning in a virtual learning environment. Exploratory factor analysis of 70 variables extracted four factors with loadings that exceeded .30: MALL, VLE (virtual learning environment), 4Cs for the four basic components of language learning, and ELCS for English language communication skills; the factor loadings ranged between 0.55 and 0.81. Additionally, in-depth interviews were conducted to collect qualitative data, and the results of preliminary studies were used to design and develop the MALLIE application and test its learning effectiveness. Next, an opinion survey was administered related to a group of 105 students and experts regarding their acceptance of the MALLIE and their intentions to use it or something similar in the future; the main topics of the survey related to the perceived usefulness of the MALLIE, its ease of use, respondents’ attitudes towards its use, peer influences on respondents’ use, and respondents’ use behaviour and intention to use. The aim of the study’s surveys and analyses was to assess the effectiveness and efficiency of learning the English language via mobile language learning applications available for use on any device.

English for Tourism : Peningkatan Kemampuan Komunikasi Bahasa Inggris Bagi Anggota Geopark Youth Forum Kabupaten Lebak

Improving English language communication skills is crucial for members of the Geopark Youth Forum (GYF) in Kabupaten Lebak to face the growing tourism sector. This study aims to conduct a community engagement program entitled "English for Tourism: Enhancing English Communication Skills for Members of the Geopark Youth Forum Kabupaten Lebak" to enhance the quality of tourism services through improved English language proficiency. The community engagement program includes an "English for Tourism" workshop that covers tourism-related vocabulary, daily conversations with tourists, and presentation of tourist attraction Geopark Bayah Dome. The implementation method involves needs analysis, curriculum development, facilitator training, pre-test, and post-test evaluation to measure the participants' progress in language proficiency. The results of the community engagement program indicate a significant improvement in the English language communication skills of GYF participants in Kabupaten Lebak. Pre-test and post-test scores show an average increase of 30 points in English language proficiency, showing the workshop's success in enhancing language skills. Participant evaluations also indicate that the workshop provides tangible benefits, boosting their confidence in speaking English and enhancing their understanding of tourism-related terms. This community engagement program is expected to make a positive contribution to the development of the tourism sector in the region of Kabupaten Lebak. As English communication skills of the participants improved, GYF members can provide better services to foreign tourists, elevate tourists' experiences in the region, and support the development of tourism potential. Furthermore, the successful implementation of this program emphasizes the importance of collaboration between the university and stakeholders in supporting community development and the tourism sector in Kabupaten Lebak.

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Chinese Higher Education - A Study of Two Higher Educational Institutions in China

the purpose of the present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

Task-Based Learning (TBL) Approach: An Effective Method for Improving English Language Communication Skills in Public Primary Schools in Morogoro Municipality, Tanzania

The main objective of our study was to assess the effectiveness of Task-Based Learning (TBL) in improving pupils' communicative ability in English language in public primary schools in Morogoro municipality, Tanzania. To achieve this, we utilized a mixed approach, incorporating qualitative and quantitative methods for data collection and analysis. We selected six primary schools, with a total of 320 respondents divided into an experimental group (160 respondents) and a control group (160 respondents). Data were collected through pre- and post-tests, classroom observations, and interviews with both pupil and teachers. The results of our study revealed that the experimental group, which was exposed to TBL, performed significantly better than the control group. Overall, the experimental groups consistently outperformed the control groups. Furthermore, the findings from the motivation questionnaire indicated a significant difference in motivation levels between the experimental and control groups in the post-test, suggesting that the experimental group's motivation increased significantly. Our findings have significant practical implications for teachers and policymakers in Tanzania and other countries where English is taught as a second language. Specifically, our study shows that TBL is an effective strategy for promoting communication skills in English. Also, TBL can be considered as a viable approach to enhance pupils' communicative ability and promote their motivation in language learning. Therefore, we recommend that teachers and policymakers consider adopting the TBL approach to enhance pupils' English language proficiency.

Task Based Approach: An Approach to Develop Writing Skills in English of Engineering Students Leads to Effective Communication Skills

Abstract : 21st century students are expecting an educational system that works for and with them. The teaching-learning process is shifted from teachercentered to student-centered through innovative teaching-learning techniques. With the advancement of technology and globalization, communication skills in English language, as a life-long learning skill is an essential component in engineering education as an employability skill. Communication is one of 11 key outcomes designed by Accreditation Board for Engineering and Technology (ABET). Listening, speaking, reading, and writing (LSRW) are considered as four basic language skills, contributed major role in developing communication skills in English language. Though all skills are equally important, writing is the stepping stone in verbal communication yet difficult to acquire without knowledge or mastery on the remaining three skills. Currently teaching-learning process is shifted from chalk and talk to the implementation of various approaches based on cooperative and collaborative learning and integration of Information and Communication Technology in English Proficiency class. Some effective approaches are computer assisted language learning, mobile assisted language learning, technology enabled language learning, project based, problem based & puzzle-based language learning, flipped classroom based language learning, and task based language learning. The present paper aims to study the effective implementation of Task based approach in English language classroom to develop writing skills of F. Y. B. Tech students with other 21st century life skills by implementing various tasks-based activities as per need analysis of learners in order to ensure their active participation. Total 50 students were enrolled as an experimental group. The impact of selected approach was evaluated using quantitative and qualitative methodologies. The quantitative assessment was based on rating method whereas the qualitative was based on rubrics. The findings revealed that there is significant improvement not only in the writing skills of experimental group students but also listening, speaking, and reading skills, leading to effective communication skills in English Language. Keywords : Communication skills; Task based approach; Writing skills

Code-switching in Teaching English Literature: The Case of Teachers in Candon City, Ilocos Sur

This study was designed to explore the case of English teachers in teaching literature. Specifically, this study focused on: a) finding the reasons why teachers codeswitch when teaching English literature; b) the effect of codeswitch in learning a new lesson and in the practice of the English language. It made use of qualitative research and applied the case study approach with Colaizzi as a method of analysis. Three (3) teachers were interviewed and observed, and eight (8) students were used for the focus group discussion (FGD). The study revealed that teachers codeswitch to facilitate understanding among learners. The study also uncovered that codeswitching affects learners by igniting their interest and hindering their fluency in the English language. Hence, code-switching should be used sparingly to help learners improve their English language communication skills Since there are limitations of the study, it is therefore recommended that the next researchers should have an in-depth exploration of a certain case, consider the wider scope of the study, and conduct more readings related to the study.

Professional communication competence in English for occupational purposes (EOP) courses: A systematic literature review and proposal of a framework

This paper reports a systematic literature review that was conducted to explore the areas of research pertaining to English language workplace communication needs in order to design courses in English for Occupational Purposes (EOP) that can better meet the demands of the industry. Articles from Scopus, ScienceDirect and Emerald Insight were extracted following the five-step method of conducting a systematic literature review. In total, 133 articles were analysed. From the analysis, it was found that most studies focused on examining the needs of the learners, or the needs of the industry; very few studies triangulated the findings between different stakeholders to obtain a better picture of the needs, wants, and gaps between the target situation and the present situation. Additionally, most studies focused on language tasks required and did not pay due emphasis on the competencies required to perform the tasks well. Thus, the outcome of this review is a proposed theoretical model to develop professional communication competence among new graduates that is intended to be used in a future study to address the gaps found in this review. Practically, the review also sheds light on gaps that exist in current research that can be addressed in future research, especially for higher education institutions (HEIs) that are working to design and develop courses in EOP to improve English language communication skills for employability.

Factors that Affect Students Interpersonal Communication Skills in English Language and Literature Regular Students at Kabridahar University

This research paper investigates the factors that affect student’s interpersonal communication skills in English language and literature regular students at Kabridahar University. It focused on English Language and Literature regular students in Kabridahar University. The objective of the study was to investigate the major factors that affect student’s interpersonal communication. The researcher collected data from the students by using Questionnaire, Interview and observation in order to get an appropriate finding. The researcher used both qualitative and quantitative methods of data analysis. The study shows that, the students have interest to communicate and interact with each other. But, some of barriers like mother tongue influence and variety of language affect their interpersonal communication as well as their relationship. Also, factors like weak relationship to others, lack of interest, inexperience, lack of practice and gender issues are the major barriers which affected student’s interpersonal communication.

ПСИХОЛОГО-ДИДАКТИЧНЕ ПІДҐРУНТЯ НАВЧАННЯ АНГЛОМОВНОГО СПІЛКУВАННЯ МАЙБУТНІХ ФАХІВЦІВ ФЛОТУ

Among the basic principles of the English-language communication skills development for future seafarers is the principle of consciousness. Being implemented in a teaching and learning process it provides understanding as a fundamental component of the future seafarers’ professional competence. As a result, all the aspects of language knowledge (linguistic, speech, and linguo-sociocultural issues) are processed by the students consciously. They also become able to communicate in full compliance with a communicative situation and a specific cultural context. Moreover, effective learning tactics and strategies that students master reasonably are expected to facilitate them in their further life-long learning process. The students’ age, which is characterized by psychologists as a young adulthood, has a tendency for intellectual development. According to the scientists, at this particular period of time the change of a development focus takes its place, caused by a crucial point in human evolution. The sophisticated identity crisis of 17-year-olds occurs owing to the mismatch between the individual development and the social situation. Another situation, mediated by the educational and professional activity, as a leading one for this age is recognized as a factor that activates the comprehensive personality transformation and starts a new stage of mental development in adolescence, resulting in the intellectualization of all the cognitive processes, and therefore to a more deliberate mastery of knowledge.

Sociocultural Factors Involved in the Oral Competency of the ESL Students at Graduate Level

The current research is aimed to highlight the obstructing sociocultural factors that influence the undergraduate students’ English language communication skills in Pakistan. Undergraduates’ English language communication skills are strongly affected by various sociocultural factors such as the environment, cultural variation, societal rank, and self-identity. In particular, the current research emphasizes the interconnectedness of language and culture and their influence on the English language communication skills of the undergraduate students. The investigation was carried out in the public institutions of Bahawalpur, Pakistan. It was based on simple random and cluster random sampling. Forty highly proficient ESL / EFL instructors and 498 ESL students contributed to the current investigation. Both qualitative and quantitative approaches were followed throughout the research. Data analysis revealed that among all the contributing factors, the environment was the most prominent factor, which affected the learner’s oral competency. The overall conclusion is that sociocultural issues affect the learners’ communication skills in Pakistan where English is most often the third language. The study also recommends that instructors should recognize the source(s) of language anxiety to facilitate the learners and to make the language acquisition process more successful.

The Effectiveness of Digital Storytelling in Developing Some English Language Communication Skills for Second Graders at Middle Schools in Jeddah: فاعلية رواية القصة الرقمية في تنمية بعض مهارات التواصل اللغوي في اللغة الإنجليزية لدى طالبات الصف الثاني المتوسط في مدينة جدة

The study aimed to measure the effectiveness of digital storytelling in providing second intermediate school students in Jeddah with communication skills in English language. The researcher used the quasi- experimental approach. A digital storytelling was designed and prepared in addition to the list of communication skills in English language. An achievement test was prepared، along with a performance test with an assessment card. The research sample consisted of (50) student from second intermediate school in Jeddah. They were randomly divided into two groups: the controlled group consisted of (25) students studying the educational content by digital storytelling، and the second one، the experimental group consisted of (25) students studying the educational content by traditional way. The research reached the following findings: There are statistically significant differences at (a=0.05) between the average scores of the experimental group using the digital storytelling and the average scores of the controlled one using the traditional way in the post- measurement of the achievement test along with the performance test and the assessment card in the listening skills in favor of the experimental group. There are statistically significant differences at (a=0.05) between the average scores of the experimental group using the digital storytelling and the average scores of the controlled one using the traditional way in the post- measurement of the achievement test along with the performance test and the assessment card in the speaking skills in favor of the experimental group. There are statistically significant differences at (a=0.05) between the average scores of the experimental group using the digital storytelling and the average scores of the controlled one using the traditional way in the post- measurement of the achievement test along with the performance test and the assessment card in the communication skills in favor of the experimental group. In light of such findings، the researcher recommends the following: Using the digital storytelling in providing both teachers and students with language skills, Training the teacher on how to produce digital storytelling and use them in the educational process to keep pace with the technological developments of this age.

Enhancing The Quality of Life Using Multiliteracies Project Approach to Augment Employability Skills Among Malaysian University Graduates

The high unemployment rate among Malaysian university graduates is often associated to the lack of English communication and technological skills among the graduates. This study explores the utilization of Multiliteracies Project Approach in augmenting employability skills among the graduates. This qualitative study was conducted at a public university in Malaysia, involving 50 students in an English communication course. Data was collected through observation, interviews and reflective journals and data was analyzed using a thematic analysis. Findings show that the use of MPA developed the students’ English language communication skills and technological knowledge. The findings also provide a significant pedagogical implication.

UNIVERSITIES OF THE THIRD AGE AS A CHANCE FOR SENIORS TO INTEGRATE INTO THE MULTICULTURAL SOCIETY

International cooperation, visiting new countries, meeting new people from all over the world are typical features of these days. The Universities of the Third Age as institutions focused on senior education and their opportunities to help people of older age familiarize with new cultures, it means to integrate into the multicultural society are presented in the paper. The European Union, especially the Erasmus+ program offers chances to students of all ages as well as seniors to enhance the knowledge and skills abroad, to make friends and to improve communication skills in English language.

An investigation into English language use in the Vietnamese hospitality industry: The language of money exchange

Within the tourism and hospitality industry in Vietnam, English is now a dominant means of communication between staff and guests who come from different countries. The ability to communicate effectively in English is therefore an important attribute for those employed within the industry. Courses in English for Specific Purposes (ESP), such as English for Tourism and Hotel (English for Tourism Management/English for Hotel Management), are now part of English language programmes in Vietnamese educational institutions. These courses emphasise the importance of developing high-level English language communication skills for students. However, the teaching of these courses has mainly been conducted in the classroom environment, using textbooks which are written and published outside Vietnam. Given that recent research has focused on the need to teach language as it is used in authentic contexts, it is important for the teaching of ESP to understand how English is used in a real-life setting in the Vietnamese tourism and hospitality sector.
 This paper reports on the findings from a study which obtained and analysed hundreds of examples of authentic English language used by guests and staff in four different hotels in Vietnam. For illustrative purposes, the paper focuses on the language of interactions related to currency exchange, and examines the implications of the study findings for the teaching of ESP in Vietnam.

Nursing as a Global Career

In today's global environment, the nursing profession is regarded as a noble, challenging and competitive profession. Malaysian trained nurses are highly in demand due to their training and on-going efforts are made to ensure that the standards are well-maintained. This paper describes a part of a larger study. It reports the findings of a study pertaining to the needs of English language communication skills for nurses in a private hospital in Johor Bahru, Johor, Malaysia. The study focused on the needs of English language communication skills at the workplace. These skills were written and spoken English communication, reading, listening, and interpersonal communication. By identifying these communicative competency needs, the study has given insights into helping the nurses to increase their work performance, meet their work demands and help the employability of the nurses globally.