English Competence Research Articles

Communicative competencies in English through digital storytelling and interactive platforms in Ecuadorian educational contexts

En el contexto educativo ecuatoriano, la adquisición de competencias comunicativas en inglés representa un desafío, especialmente en educación básica y bachillerato. Las demandas del currículo nacional y las transformaciones tecnológicas actuales requieren estrategias metodológicas innovadoras. Este estudio, basado en una revisión documental y experiencias pedagógicas en instituciones del país, analiza cómo las narrativas digitales y plataformas interactivas fortalecen habilidades como la expresión oral, comprensión auditiva, producción escrita y lectura crítica en inglés. Se destaca el uso de herramientas como Lyrics Training, myON, Kahoot y proyectos multimedia vinculados al enfoque CLIL, los cuales favorecen el aprendizaje significativo, estimulan la creatividad y promueven la autonomía. También se observan mejoras en la interacción oral, pronunciación y uso contextual del vocabulario. No obstante, persisten retos como la brecha digital, la limitada formación docente en TIC aplicadas a idiomas y la escasa disponibilidad de recursos tecnológicos en algunas escuelas públicas. A pesar de ello, se concluye que las narrativas digitales constituyen una vía efectiva para promover una enseñanza del inglés más inclusiva y contextualizada. Esta propuesta se fundamenta en principios del constructivismo, conectivismo y enfoque por competencias, contribuyendo a formar estudiantes autónomos y críticos en un entorno digital multilingüe.

Fostering 21st-century communication: Students’ views on English club as a speaking platform

In the contemporary globalized landscape, proficient communication in English is crucial for educational success and worldwide interaction. Despite extensive formal education, many Indonesian students struggle with speaking fluently in real-life contexts. English-speaking clubs (ESCs) have emerged as extracurricular platforms to help students overcome these challenges by providing a supportive, interactive environment for practicing speaking skills. Using a qualitative descriptive design, this research investigates the students' perceptions of the benefits and challenges of participating in an ESC at a high school in Yogyakarta, Indonesia. Through in-depth interviews with eight active club members, the research identifies several themes. The findings show the advantages of joining ESC, including increased speaking practice, improved language skills, enhanced fluency, and greater confidence. However, due to scheduling constraints, students also face challenges in joining ESC, such as fear of making mistakes, anxiety in spontaneous speaking situations, and limited participation time. The results of this study highlight the significance of building helpful, structured environments within ESCs to foster students’ communicative competence and self-assurance in English. This research provides a constructive understanding for teachers and administrators seeking to improve ESC programs and boost foreign language competence.

ANALYSIS OF ENGLISH LANGUAGE NEEDS FOR ISLAMIC ECONOMIC LAW STUDENTS AT STITNU SAKINAH DHARMASRAYA

This study investigates the English language needs of Islamic Economic Law students at STITNU Sakinah Dharmasraya. In the era of globalization, English proficiency is crucial for academic and professional success, particularly in fields that intersect with global issues, such as Islamic economic law. This research is using a qualitative descriptive approach, the research involved interviews, observations, and data analysis to identify students’ English competencies and challenges. The Findings in this research show that students require strong skills in reading, writing, speaking, and listening, especially to understand international literature, compose academic and legal documents, and participate in global discourse. However, students face major obstacles such as limited vocabulary rela ted to Sharia and economic terminology, and a lack of confidence in speaking due to minimal exposure. Despite these challenges, students demonstrate high motivation to improve their English for academic advancement and career opportunities. The study emphasizes the need for English instruction tailored to the specific demands of Islamic economic law to better prepare students for global competitiveness

Transformation of English Speaking Skills in Indonesian Phenomenology

This study investigates the implementation of the English Competency Improvement (ECI) program to enhance students' English speaking skills at MA Bilingual Muslimat NU. Utilizing Classroom Action Research (CAR) with a descriptive phenomenological approach, data was collected through direct observation, interviews, and documentation. Results indicate that the ECI program effectively improves students' speaking skills, fostering enjoyment, discussion, and collaboration among students. The program involves two stages: preparation and process, allowing students to express opinions and ideas. Implications suggest that the ECI program positively contributes to enhancing students' speaking skills, advocating for the use of specific English-speaking teaching methods and encouraging active student participation.

Designing ESP Tasks with Web series for Medical English in TBLT Classrooms

The study aims to focus on the pedagogical deployment of medical-themed web series through Task-Based Language Teaching (TBLT) framework, to aid the formation of medical English competence. Grounded in different theoretical frameworks and learning perspectives, this article proposes a systematic yet practical approach to designing TBLT tasks with complementary authentic audio-visual input to enhance linguistic competences for specific medical purposes in professional contexts. The proposed framework emphasizes the importance of developing higher-order language skills including listening, speaking, reading, and writing and critical thinking and professional expressions. The research suggests how web series can serve as a pedagogical method for enabling language acquisition and learning in the context of medical education, in an immersive and contextualized manner. The paper provides sample tasks aligned with key medical communication skills, including patient interactions, diagnostic discussions, and emergency protocols. The increasing demand for specialized language skills in the realm of medicine and its subsequent advantages have led to a need for incorporating web series in ESP curricula, which will enhance engagement, encouraging interactive and effective learning experience.

Addressing English-speaking anxiety in Vietnamese initial teacher education: beyond coping strategies

In the context of a global reliance on the English language for communication and commerce, Vietnam’s national foreign languages project seeks to improve graduates’ English competencies, with a key focus on improving initial teacher education for future English teachers. While English-speaking anxiety among Vietnamese pre-service English teachers (PSETs) has been recognised, there is limited qualitative research exploring this anxiety in depth. The following qualitative case-study investigates the causes of Vietnamese PSETs’ English-speaking anxiety and reports on some of the strategies used to manage this anxiety. The researcher conducted semi-structured interviews with five Vietnamese pre-service English teachers from a Hanoi-based university. The findings highlight linguistic challenges, such as limited vocabulary, pronunciation difficulties, and reliance on L1 translation, as key contributors. Sociocultural factors, including fear of negative evaluation and classroom dynamics, further compounded the issue, while personal factors like low self-confidence and unrealistic expectations of linguistic perfection heightened speaking anxiety. Participants reported employing strategies such as thorough preparation, peer support, and positive thinking to manage their speaking anxiety. The study underscrores the need to adapt existing theoretical frameworks related to foreign language speaking anxiety to account for context-specific cultural and societal pressures while recommending that initial teacher education programs integrate strategies to mitigate English-speaking anxiety and foster supportive classroom environments to enhance language teaching effectiveness.

The relationship between grit and L2 willingness to communicate among Chinese undergraduate students: the contributions of foreign language enjoyment and anxiety

Despite having received more than a decade of English education, many Chinese undergraduate students still face the problem of acquiring communicative competence in English. It has been convincingly argued that the willingness to communicate (WTC) in a second language (L2) is one of the determinants of one’s communicative competence in that language. Therefore, in recent years, the WTC among L2 learners across different cultural and educational contexts has attracted increasing attention from the academic community. A variety of motivational, emotional, and situational factors have been scrutinized for their direct and indirect effects on L2 WTC. However, the personality factor of grit in shaping L2 WTC has been insufficiently investigated, and the possible mediating effects of L2 emotions (e.g., foreign language enjoyment and anxiety) have been relatively under-explored. Based on a sample of 820 Chinese undergraduate English majors, this study investigated the influence of the two dimensions of grit, i.e., perseverance of effort (PE) and consistency of interest (CI), on two types of L2 WTC, i.e., meaning-focused and form-focused L2 WTC; and explored the possible mediating effects of foreign language anxiety (FLA) and three sources of foreign language enjoyment (i.e., FLE-private, FLE-atmosphere, and FLE-teacher) in their relationship. It was found that: (1) PE significantly positively predicted meaning-focused and form-focused L2 WTC; (2) FLE-private, FLE-atmosphere, and FLA partially mediated the relationship between PE and meaning-focused/form-focused L2 WTC; (3) FLA exerted a masking effect in the relationship between CI and meaning-focused L2 WTC, while fully mediating the relationship between CI and form-focused L2 WTC. The results of this study can provide implications for the cultivation of L2 WTC among Chinese undergraduate English majors.

Project SCALE (Scaffolded Chart-Based Approach for Literacy Enhancement) to Empower ALS Students in Correctional Facilities

The Alternative Learning System (ALS) program plays a crucial role in enhancing the literacy among persons deprived of liberty (PDLs). This initiative not only addresses educational gaps but also fosters personal growth and social reintegration. There have been various studies that looked at the effectiveness of different approaches and methodologies in improving the literacy of ALS students. However, there is a dearth of studies investigating different effective approaches that are used for PDLs, especially those who are enrolled in ALS. This study aimed to investigate the effectiveness of Project SCALE (Scaffolded Chart-Based Approach for Literacy Enhancement) in improving the literacy of incarcerated ALS students. Project SCALE is an innovative approach that incorporates interactive learning with focus on using scaffolded learning approach through structure table charts to equip the students with understanding of the components of English sentences and improve their writing skills. Project SCALE is innovative as it integrates different educational strategies to respond to the research problem. The integration of gradual scaffolding approach, structured chart usage, and interactive individual and group activities informs a comprehensive approach in teaching writing skills for the targeted students. This approach targeted both the desired specific learning outcomes and promoted collaboration among the students which is important in the students’ community life. The innovation was tested in three LS1 English competencies that were not mastered by the students after a quarter period. Using a quasi-experimental research design, data was gathered from the pre-test and post-test scores of the participants. Utilizing t-test, a significant difference is found comparing the means of the pre-test and post-test scores of the participants. The post-test scores are significantly higher than the pretest scores suggesting that the intervention was effective, so it is recommended that the project be widely adapted, and its concept be used for other ALS subjects.

A Review of English Language Proficiency and Academic Performance in Science Subjects among Senior Secondary School Students in Nigeria

English language proficiency and academic performance in science subjects among senior secondary school students in Nigeria was reviewed. The aim was to find out the relationship between students’ performance in English in relation to their performance in sciences. Numerous peer-reviewed studies were examined and relevant information related to the topic were compiled. Most of the authors said designating a foreign language to teach sciences and mathematics, without providing the necessary support and opportunities to develop adequate language proficiency, has resulted in structural barriers that especially disadvantage and marginalize students from economically depressed groups; thus, sustaining what has been termed as ‘linguistically structured inequalities.’ Also, most of the authors observed that the performance of students in Mathematics’ examination at Senior Secondary School Certificate Examination (SSCE) is poor but further stated that the performance in English is more impressive than that of Mathematics and this they linked to poor reading ability. It is then suggested that there is need to improve the teaching of English language to improve performance in science subjects and Mathematics’ education. This work showed that competency in English significantly determines performances in aptitude or academic tests.

Development of Linguistic Competence in English for Specific Purposes Through ChatGPT: A Case Study

Introduction: The launch of ChatGPT has popularized the use of Artificial Intelligence and has opened a debate about the opportunities and risks of this digital tool. Although it is still in development, ChatGPT offers numerous application possibilities as an educational resource. Purpose: To explore the application of ChatGPT in enhancing English for Specific Purposes (ESP) learning, particularly in the field of tourism. Method: In this research, 91 students from two groups taking the English 2 course at the University of Valencia used ChatGPT to complete tasks aimed at improving their English for Tourism Purposes (ETP) skills. Students used digital devices to interact with ChatGPT and submitted their work through the university's platform. The tasks included reading comprehension, vocabulary exercises, and role-play activities relevant to the tourism field. After the activities, students' interactions with ChatGPT were collected, and the quality of ChatGPT's responses was analyzed, with a focus on achieving at least 80% accuracy. This methodology was designed to provide real-world language practice and was evaluated to ensure the effectiveness of ChatGPT's assistance. Results: The findings reveal that despite some limitations, ChatGPT proves to be a versatile and highly effective tool for both classroom and self-directed learning. It enhances students’ written communication skills through role-play activities by simulating conversations, that require students to write responses to its questions and providing them with detailed corrections and suggestions for improvement. In vocabulary acquisition, through a text-based methodology, ChatGPT helps students identify, define, and use relevant terms, which improves their overall language proficiency. Additionally, the interactive nature of ChatGPT tasks and its ability to provide instant feedback increase student engagement and motivation. Conclusion: This study's findings indicate that ChatGPT can be a valuable tool for English for Specific Purposes (ESP) learning, despite some limitations in accuracy that hinder its unsupervised use. It is particularly effective for generating activities, obtaining additional information about texts, and vocabulary practice, although its current effectiveness in correcting activities requires teacher supervision. The ability of Chat GPT to create real-world scenarios with minimal preparation time makes it a useful resource for both classroom and autonomous learning. However, further research is essential to explore its full potential and address its limitations, ensuring reliable integration into language curricula.

La estrategia metodológica Learner-Created Materials y su efectividad en el aprendizaje del idioma inglés

This research frames the issue of finding an effective methodological strategy to develop the communicative competencies of the English language in university students. The study was conducted at the Language Institute of UNA Puno during June 2024. The main objective was to determine whether the application of the Learner-Created Materials (LCM) methodological strategy significantly influences the receptive and productive communicative competencies in English among university students enrolled in English courses at the UNA Puno Language Institute. The research approach is quantitative, descriptive, and correlational, with a quasi-experimental, cross-sectional design. The sample was determined through non-probabilistic sampling based on the convenience of the researcher, comprising 30 students from Basic Level 6 and 30 students from Basic Level 8. The techniques used in the study were an evaluative test and a survey. For hypothesis testing, a one-factor ANOVA and Pearson’s correlation coefficient were used. The results showed that there is a significant relationship between the variables. Additionally, it was concluded that there is a moderate difference with up to two of the five control groups (F = 10.517; 0.000 < 0.05) for Basic Level 6 students and a significant difference with up to two of the three control groups (F = 8.157; 0.000 < 0.05) for Basic Level 8 students. Furthermore, a considerable or strong positive correlation was determined between the variables (r = 0.690; 0.000 < 0.05).

Literacy in Focus: Understanding Competency Gaps in English IV

This study evaluated the mastery of English competencies among Grade IV pupils of an elementary school during the 2023-2024 school year. The study utilized a quantitative approach, employing a multiple-choice summative test to gauge the students' comprehension of essential English competencies. The researcher reviewed the test for validity and reliability before administering it to a total of 100 fourth graders in the study. The researcher analyzed the results using descriptive statistics, which included mean scores, standard deviations, and the percentage of correct responses. The findings revealed significant gaps in pupil proficiency, with most pupils mastering competencies related to listening, sequencing literary events, and distinguishing reality from fantasy (100%). However, critical areas such as cause-effect relationships (10%), vocabulary development (40-60%), and grammatical concepts like noun usage and sentence structure showed poor mastery (10-40%). These deficiencies suggest that targeted interventions are necessary, particularly in vocabulary acquisition, grammatical understanding, and sentence construction. The study recommended implementing literacy interventions to address the identified areas of struggle. These interventions aim to improve pupils' overall English proficiency and academic performance.

Inferring constructs of effective teaching from classroom observations

This study examines effective instructional constructs grounded in Saudi Arabian English language teaching observations using Principal Component Analysis (PCA) that identifies four dimensions: adaptability, student engagement, instructional approaches, and instructional environment organisation. These dimensions together explain 62.32% of instructional practice variance and establish the multidimensionality of effective instruction. Dimension 1, contributing the most to variance (19.18%), encapsulates instructional structure and classroom management. These measures capture student engagement, the use of dynamic teaching strategies, and responsiveness to student diversity—crucial elements of pedagogical competence in English as Foreign Language (EFL) settings. Following models such as the Classroom Assessment Scoring System (CLASS) and the Framework for Teaching (FFT), the findings validate the critical need for robust teacher evaluation systems and related professional development. Based on systematic observation in the classroom and quantitative analysis, this study offers valuable lessons for teachers, school leaders, and policymakers who want to enhance instructional quality and student achievement.

Colonial mindset, appropriation, and emotion: language attitudes towards English of multilingual speakers in southern Philippines

ABSTRACT Language attitude studies have opened many opportunities for our understanding of peoples' perception towards languages, their varieties, and their speakers. Despite these, studies focusing on the attitudes of speakers especially in the rural and outskirts from the capital of the Philippines remain less progressive and merit further investigation. The aim of this study is to investigate the language attitudes towards English of multilingual speakers from southern Philippines who are Maguindanaon, Hiligaynon, Iranun, Maranao, and Cebuano. This qualitative study employs semi-structured interviews that determined speakers' belief, language use, and emotion towards English. Following deductive thematic analysis, the participant interviews reveal the speakers' language appropriation of English in both academic setting and personal spaces. Additionally, the speakers express pride in the positive social associations of Filipinos with competence in English. In spite of this, their ideology about English underscores a colonial mindset that mirrors their strong belief that English remains a foreign language associated with the American influence. This paper concludes with implications for sociolinguistic realities and practices vis-à-vis English in the Philippines.

Assessment of second language fluency

Investigating speech fluency has, for a long time, been at the core of second language (L2) studies, as fluency is believed to epitomise successful acquisition of L2, characterise effective communication, elucidate the complex process of acquisition, and predict L2 speakers' proficiency. The significance attributed to fluency in these areas explicates the research attention paid to it over the past decades. An important area of development in this regard is L2 assessment in which fluency is recognised as a key underlying construct of spoken language ability by international language tests (e.g., IELTS, TEEP, APTIS) and language benchmarks (e.g., CEFR). Many high-stakes tests of English and other languages include fluency in their rating scales, with the earliest on record tracing back to the 1930s – the College Board's English Competence Examination (1930) in America. Including fluency as a fundamental aspect of speaking ability in the rating scales, rating descriptors, and rater training materials, either as an independent criterion or combined with others (e.g., delivery), has become common practice in language testing over the past decades. What has made assessment of fluency even more appealing to researchers and test providers in recent years is the objectivity and reliability of its measurement and its compatibility with the technological developments in automated assessment of speaking. Fluency is now largely recognised as a construct that can be efficiently and reliably assessed in automated assessment of spoken language ability and used to predict proficiency (de Jong, 2018*; Ginther et al., 2010*; Kang & Johnson, 2021*; Tavakoli et al., 2023).

Equipping Teachers and Staff with General English Skills: A Community Service

In today's globalized world, school teachers and staff need to equip themselves with English skills not only for the classroom but also for broader communication. This community service program aimed to improve their general English competence for daily interactions by involving teachers and administrative staff of a private elementary school in Salatiga. The program began with a needs analysis through interviews to identify their English language needs. Based on these findings, the materials were designed and delivered using learner-centered methods. The training was conducted over five sessions, each lasting about 100 minutes, and incorporated technology to enhance engagement. As a result of the training, the participants reported positive benefits for their daily activities at school.

Innovation in classroom interaction mode of business English teaching driven by biomechanics and data analysis

This study investigates the application of biomechanics-inspired principles to optimize classroom interaction models in business English education, with a focus on the interplay between physiological dynamics and learning performance. By integrating biomechanical frameworks for analyzing human physiological responses, and cardiovascular adaptability, this research establishes a data-driven teaching model to enhance educational outcomes. Using experimental research methods, 120 business English majors from a university were studied over a 16-week teaching experiment to systematically analyze the biomechanical correlates of learning efficiency and classroom engagement. The research found that the biomechanics-informed teaching model significantly improved students’ physiological adaptability and cognitive performance. The experimental group showed improvements in attention levels (α-wave energy values) from 10.2 ± 2.3 μV to 12.6 ± 2.1 μV, stress indices decreased from 7.8 ± 1.2 to 5.2 ± 0.9, and heart rate variability (HRV) SDNN values increased from 42.3 ± 8.5 ms to 54.6 ± 7.8 ms. In terms of classroom interaction quality, the proportion of quality interactions increased from 35.6 ± 4.8% to 68.4 ± 5.2%. Regarding business English competency development, the experimental group’s business communication skills improved from 71.3 ± 7.8 to 87.6 ± 6.5 points (an improvement rate of 2.9%), while cross-cultural business competency increased from 72.1 ± 7.6 to 88.2 ± 6.3 points (an improvement rate of 22.3%). The results indicate that the biological data-driven teaching model can effectively optimize classroom interaction quality and enhance business English teaching effectiveness. By treating learning interactions as a biomechanical system governed by energy expenditure, stress-strain balance, and adaptive feedback loops, we provide a novel paradigm for understanding and improving pedagogical efficacy. The results highlight the potential of biomechanics to bridge educational technology and human performance science, offering actionable strategies for curriculum design and teacher training. This innovative model provides new insights and methods for business English teaching reform while offering practical references for educational technology innovation.

Assessing Social Emotional Learning Instructional Competence among EFL Pre-Service Teachers at a Vietnamese Pedagogical University

This study aims to assess the Social-Emotional Learning Instructional Competence (SELIC) of English as a foreign language pre-service teachers (EFLPTs) at a pedagogical university in Vietnam (VPU). It employed a mixed-methods design, which combines qualitative classroom observations with quantitative questionnaire responses from 351 EFLPTs to evaluate EFLPTs’ proficiency in SELIC – the competence to implement Social-Emotional Learning (SEL) in teaching practices. The results reveal both strengths and deficiencies in EFLPTs’ demonstration of SELIC. They demonstrated a strong ability to apply psychological and pedagogical principles as well as to organize activities that promote students’ social-emotional skills; however, they encountered difficulties in explicitly addressing social-emotional issues that may arise in EFL classrooms, with some EFLPTs neglecting or failing to respond to students’ social and emotional needs. Additionally, there were notable inconsistencies in EFLPTs’ modeling of social-emotional competences during their teaching practices, as some EFLPTs effectively demonstrated empathy, relationship skills and emotional management, while others faced challenges. The least developed component of SELIC was their ability to evaluate students’ social-emotional skills. These findings highlight the necessity to enhance comprehensive and explicit integration of SELIC in teacher education programs, ensuring that EFLPTs are sufficiently prepared to foster both academic achievement and social-emotional growth in their future classrooms.

Effective Measures to Develop Undergraduates’ Communicative Competence in English as a Foreign Language: A Systematic Review

Communicative competence is a key ability that English as a Foreign Language (EFL) learners should master in their second language acquisition; as such it has received great attention in academia. Despite abundant studies exploring ways to develop students’ communicative competence, there has been no study to date synthesizing findings on the effective measures to develop EFL undergraduates’ communicative competence in a tertiary context and how these findings affect EFL teaching. This systematic review analyzes 30 full-text articles that were published between 2005 and 2024, selected from six databases after a comprehensive search and assessment. The articles were scrutinized according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines and carefully assessed by the Mixed Methods Appraisal Tool. Five categories of effective measures were identified from the synthesis of the selected articles – teaching approaches, teaching activities, teaching materials, curriculum in teaching, and language skills and strategies. Evidence from the findings of the synthesis demonstrates three features: (1) high interest in teaching approaches, teaching materials, and teaching activities; (2) greater focus on pragmatic competence than the other three competences; (3) increasing focus on technology integration with the development of EFL undergraduates’ communicative competence. Practical suggestions for future studies are elaborated, based on these three aspects.

Improving Perceived Linguistic Competence in English (L2) through Dialogic Pedagogical Gatherings

Perceived competence is considered an essential predictor of learner´s performance in language learning. It is therefore important to identify strategies that favor its development. This study aims to analyze whether the perceived linguistic competence of English as a L2 of pre-service teachers improves after implementing Dialogic Pedagogical Gatherings (DPGs), and if so, in which skills have there been improvements. Likewise, the study also pretends to identify which characteristics of the DPGs can favor this evolution. DPG is an educational strategy based on egalitarian dialogue among participants. The research involved 26 university students who participated in 8 DPGs during a whole academic year. Data was gathered qualitatively though an open-ended questionnaire and a focus group. The results show that the participants consider that they have improved their level of English after participating in the DPGs, especially in speaking and reading skills, as well as in pronunciation, listening comprehension, and confidence in using the language. They also identify some characteristics of the intervention as key to fostering this improvement: collaboration among peers, solidarity, reduced groups and classroom climate. The results with respect to this teaching strategy have implications for second language learning.