English Competence Research Articles

TRANSLATION AS A PEDAGOGY IN THE DEVELOPMENT OF ENGLISH SECOND LANGUAGE IN A RURAL UNIVERSITY

English proficiency among black South African learners and students has been found to be generally difficult to attain despite English being used as the sole medium of instruction in schools and at universities. To mitigate the issue, this paper explores the use of translation pedagogy as an approach in enabling bilingual students to utilise their linguistic repertoire as a tool not only to enhance their English Second Language development but to also give recognition to their first language. The contribution of the study is made significant by the fact that available related research has largely been conducted at kindergarten and school level leaving a gap in the higher education environment. An observational qualitative data collection methodology was conducted in which a university lecturer presented a lesson prepared by the researcher. The participants were bilingual in a predominantly African language speaking university community in a rural area of South Africa. The use of students’ African language (IsiZulu) was observed to enhance their English vocabulary which in the process saw them participating freely in both languages throughout the lesson. The main finding of the study is that English competency can be enhanced with the learners’ home language in a carefully prepared lesson that draws from translation pedagogy.

The “pedagogy of personality”: becoming better people in the English language teaching and learning space

Abstract This paper interrogates how English language teaching and learning spaces become a locus for a “pedagogy of personality”: spaces where ideal forms of personhood can be transmitted, taught and learned. We draw on ethnographic accounts of moments produced in a municipal English language teaching programme in Rionegro, Colombia, and in the English language class of an elite international school near Barcelona, in Catalonia. We explore discourses mobilised by teachers, students, and school administrators that glorify personality traits that should enable students to become “good community members”, “good citizens” and to reflect on the ways in which language learning spaces are imagined to have an effect on learners’ personalities. We claim that it is not necessarily the English competence acquired in these spaces, or the act of speaking English itself, which is imagined as automatically triggering the enactment of ‘better’ forms of personality. Rather, we believe that our ethnographic data point to the fact that language curricula provide the space to construct, spread and normalise moral values which are associated to idealised forms of subjectivity, and desired forms of being. The discourses circulated through landscapes and classroom interactions show how the mere act of being in an English language learning space is expected to raise students’ awareness of the moral duty to become better, more responsible individuals. We make a key contribution to critical sociolinguistic research by placing a focus on how “good personality” is informed by the pedagogic trajectories of each space, beyond neoliberal projects of self. Moralising catholic discourses, values and ideologies, and broader humanist educational discourses inform ideas about personality and personality development in these spaces. Thus, we call for a slower sociolinguistics, that takes pause before reaching for the explanatory power of neoliberalism and makes room for the complex, historically sedimented logics of our research sites.

Teacher Preparation and the Implementation of Official Bilingualism in Anglophone Primary Schools in Cameroon: A Study of Some Teacher Training Colleges in the Buea Municipality

Since the reunification of the two Cameroons in 1961, successive modes of application of official bilingualism have been adopted geared toward empowering every child leaving school with communication competencies in English and French. Despite the noble intentions, the pedagogic implications of the implementation remain uncertain. With the current Anglophone crisis, the much talked about ‘living together’ is threatened by a linguistic divide which, undeniably, has a huge toll on the cultural heritage of the two linguistic communities in the country. One wonders why after more than half a century; official bilingualism is not yet a living reality among school leavers. In teacher training institutions responsible for laying the foundation for the achievement of the policy, language curriculum still leaves much to be desired. This research investigates teacher preparation as a crucial link in implementing the official bilingualism policy in Anglophone primary schools. It focuses on language curriculum as the basis for teacher training to establish its adequacy in the achievement of official bilingualism. The paper examines official bilingualism in the professional preparation of teachers in some public, confessional and lay private teacher training institutions in the Buea municipality of the South West Region of Cameroon. The findings reveal that, though most teachers have a good working experience of over 10 years, their deficient bilingualism levels do not reflect effectiveness in bilingualism teaching. They cannot plan, implement and evaluate French and bilingualism training lessons. They lack exposure in terms of content knowledge and pedagogic skills and have limited time allocation for bilingual training. Finally, teachers do not master the French language subject matter they are expected to teach.

The Perceived Influence of English Content Shared Through TikTok on College Students' English Competence

The Perceived Influence of English Content Shared Through TikTok on College Students' English Competence

THE IMPLEMENTATION OF CHARACTER EDUCATION TO SHAPE THE STUDENTS' LEARNING MOTIVATION TO LEARN ENGLISH

Implementing character education in elementary schools has become mandatory. Because apart from the rules, it is also the obligation of educational institutions to educate their students. This article aims to explore how character education can be implemented effectively in the context of forming students' learning motivation in English lessons. English is a foreign language that has a central role in the world of education. In line with current curriculum demands, English language learning in schools is expected to not only focus on increasing students' communication competence in English, but also have a positive impact in instilling and shaping students' character and fostering motivation in learning. The research method used is field research, qualitative approach, primary and secondary data sources, data collection techniques using observation, interviews, documentation, data analysis techniques include data reduction, data presentation, and conclusion drawing (verification). The research results obtained at SD Negeri 231 Palembang as an implementation of character education include: students are more enthusiastic and enthusiastic when learning English. In its implementation there are inhibiting factors including limited time and inadequate facilities

Digital Translation Literacy of Undergraduate EFL Students

Abstract
 Literacy is the representation of language competency, individual skill in reading, writing, speaking, and managing. In digital era, literacy can be represented through the use of Google translation tool as one of the most popular tools among EFL students, either for their translation assignment or improve foreign language skills. This study aimed to explore undergraduate EFL student’s digital literacy by using Google translate as a tool to do translation. Qualitative descriptive method is used to present the data comprehensively. The data collection begin from problem identification, field observation, interview, and study the document related to their assignment. This research used purposive sampling which involved 31 EFL undergraduate students of Muhammadiyah Tangerang University. This research shows that EFL undergraduate students are able to operate and use Google translate effectively in assisting assignment. Google translate tool can eliminate the learning’s gap among different level of student’s English competency especially in vocabulary mastery and time management, the research also shows student’s digital literacy through Google translate not only for written translation, but also orally and can be used in diversity functions, such as translating the language in sentence form and learning how to pronounce English words.
 Keywords: Literacy, translation, Google translate, EFL students, digital literacy

Evaluating the Impact of Gamified Language Learning on Student Exchange Participants’ Confidence and Competence in English and Arabic: A Pre- and Post-Test Analysis

This study investigates the impact of gamified language learning activities on student exchange participants’ confidence and competence in English and Arabic. Despite the growing use of gamification in educational contexts, there remains a lack of empirical evidence on its effectiveness in enhancing bilingual competencies, particularly in short-term intervention programs. The primary aim of this research is to assess whether the Fun Language Hour program, involving language-based games, can significantly improve participants’ language skills and self-confidence. The methodology employed a pre-test and post-test design, with data collected from 10 Indonesian students who participated in a 3-hour language learning session focused on English and Arabic games. A paired samples t-test was conducted to analyse the differences between pre- and post-test scores, specifically measuring participants’ self-reported confidence and competence in using both languages The findings indicate statistically significant improvements in several areas, with t-statistics ranging from – 3.00 to -9.00 and p-values below the 0.05 threshold for most measures, suggesting that the program contributed to measurable gains in confidence and competence. Notably, significant improvements were observed in understanding and using basic Arabic phrases, comfort with bilingual activities, participation in cultural exchanges, and familiarity with English vocabulary introduced in the program. However, there was no significant change in participants’ overall expectations. Despite these positive outcomes, limitations such as the small sample size and brief duration may have constrained the program’s full impact. The study implies that more extensive and prolonged gamified interventions may be necessary to achieve even greater improvements in language acquisition. Future research should explore longer programs with larger and more diverse participant groups to better assess the potential of gamified learning in bilingual settings.

APPLYING ERROR CORRECTION TECHNIQUES FOR STUDENTS AT TAN TRAO UNIVERSITY IN ENGLISH-SPEAKING LESSONS

The effective application of error correction techniques is vital in enhancing the development of English speaking skills among students. This study examines the strategic and judicious use of various error correction methods during English speaking lessons. The research highlights the importance of establishing a supportive and non-threatening classroom environment that encourages students to actively participate and take risks in their oral communication. It emphasizes the need for a balanced and nuanced approach to error correction, recognizing the delicate balance between providing timely feedback and maintaining the flow of communication. The study explores a range of error correction techniques, such as recasts, clarification requests, and elicitation, and discusses how teachers can tailor their approach to the specific needs and proficiency levels of their students. Additionally, the research underscores the significance of providing constructive and encouraging feedback, which not only helps students identify and correct their errors but also fosters a growth mindset. Furthermore, the integration of self-correction and peer-correction activities is examined as a means of empowering students to take ownership of their learning, developing their metalinguistic awareness and enhancing their ability to monitor and refine their own oral production. The findings of this study contribute to the existing body of knowledge on effective language teaching practices and offer valuable insights for educators seeking to create a supportive and nurturing environment for the development of students' communicative competence in English.

The importance of teaching literature in developing interest and communicative competence in English as a foreign language

The paper delves into the importance of teaching literature in developing interest and communicative competence in EFL learners. It emphasizes the role of literature as a linguistic resource and a cultural gateway, highlighting its significance in enhancing intercultural competence and communicative skills among students. The study explores the evolution of literature's role in modern language pedagogy, discussing historical perspectives and the integration of technology in teaching literature. It also delves into how literature fosters communication skills, critical thinking, and analytical abilities in EFL learners. The research further examines the impact of literature on motivation and engagement in EFL classrooms, emphasizing the practical application of literary texts to enhance student interest and participation. It discusses strategies for selecting literary works and using them to improve motivation during English language classes. The paper includes an experimental research section that outlines the study's objectives, data collection methods, participant details, and analysis techniques. It concludes with a discussion of the results, pedagogical implications, and an analysis of the findings to draw meaningful conclusions. The study's theoretical value lies in its comprehensive exploration of how integrating literature can enhance communicative competence among Ukrainian EFL learners. By drawing on international research and local teachers' perspectives, the paper aims to provide insights into effective pedagogical approaches for utilizing literature to stimulate learner engagement and improve communication skills in English. The practical implications of the research focus on teaching materials and strategies for integrating literature effectively in the English language classroom in Ukraine, aiming to enhance student interest and engagement in learning English. The study's relevance extends to teachers and individuals interested in language education, offering valuable insights into the benefits of incorporating literature in EFL instruction.

Language Gambit: Code-Switching, English Competence, and the Jordanian University Bragging Social Network

Language Gambit: Code-Switching, English Competence, and the Jordanian University Bragging Social Network

Crossing the boundary between logic and context: The inspiration of Wittgenstein’s philosophy for the principled innovation of TESOL

The present study delves into the pedagogical implications of Ludwig Wittgenstein’s philosophical insights, particularly as they relate to the domain of Teaching English to Speakers of Other Languages (TESOL). In his seminal work, Philosophical Investigations, Wittgenstein introduces the notion that linguistic meaning is not immutable but is instead derived from the dynamic and context-specific ways in which language is employed – a concept he terms “language game”. This challenges long-standing, static conceptions of language and offers a novel lens through which to view cross-cultural communication within the realm of college English education. Within the sphere of cross-cultural discourse, interlocutors typically emerge from diverse cultural milieus, resulting in linguistic expressions and communicative practices that are profoundly shaped by their respective cultural norms. Wittgenstein’s model of language acquisition thus provides an intellectual foundation for academic institutions to focus on the impact of cultural variance on linguistic interaction, as well as to foster students’ acumen and adaptability in engaging with various linguistic registers across different situational contexts. This paper elucidates the distinctive aspects of Wittgenstein’s model of language acquisition and delineates its instructive value for enhancing cross-cultural communication competencies in college English, grounded in the theoretical underpinnings of his linguistic philosophy.

Unveiling the Nexus: Most Essential Learning Competencies and Critical Thinking Skills of Students

Knowledge and critical thinking (CT) play vital roles and serve as foundational pillars for effective learning and intellectual development. This study aimed to identify the relationship between students’ knowledge of the Most Essential Learning Competencies (MELCs) in English 7 and their CT skills. The descriptive-correlational approach was used, and survey questionnaires were utilized as the main data collection tool. Using the systematic sampling technique, 145 students from two secondary schools in Zamboanguita District 2 were selected as the respondents for this study. The results showed that the students’ level of knowledge of the MELCs is predominantly categorized as “outstanding.” The data also reflects that the students generally perceive a “somewhat high” extent of CT skills in the following areas: analyzing relevance, evaluating sources, and using evidence to formulate an argument. Additionally, a significant and strong correlation is evident between the level of knowledge of the MELCs and the previously mentioned constructs of CT skills. In conclusion, students’ knowledge of the MELCs significantly influences their perception of the MELCs' importance in enhancing their CT skills. When students have a thorough grasp of a particular competency, they are more inclined to utilize it in their critical thinking processes. Hence, it is recommended to consider alternative research methods, such as longitudinal studies, to track students’ development of CT skills over time, as they gain deeper knowledge of the MELCs. Furthermore, employing qualitative research approaches to delve deeper into the connections between knowledge of the MELCs and CT skills could be beneficial.

Fusing Translanguaging with Speaking Technology in the Hospitality Industry: Improving English Communicative Competence

In response to the hospitality industry's critical need for staff with proficient English communicative skills, this study fused translanguaging with speaking technology in a 15-week training program aimed at enhancing English competence among hotel staff in Indonesia. Employing a sequential explanatory mixed-method approach, the research involved 47 international hotel staff members (55.32% male and 44.68% female) from various departments, examining their experiences with and perceptions of translanguaging practices. Data were collected through surveys, pre- and post-speaking tests for quantitative analysis, and narrative frames for qualitative insights. Both descriptive and inferential statistics analyzed the quantitative data, while thematic analysis was applied to the qualitative data. Findings indicated that incorporating Indonesian alongside English markedly improved training outcomes, as evidenced by strong positive participant feedback. Thematic analysis supported these results, highlighting increased confidence, better comprehension of complex concepts, and practical applications in the workplace. Despite challenges like difficulty in switching between languages and occasional confusion, the advantages, such as heightened motivation, faster understanding of materials, and respect for cultural diversity, significantly outweighed the drawbacks. The comparative analysis of the five key aspects of the training confirmed these benefits and the effectiveness of interactions. Moreover, notable enhancements in speaking scores, comprehension, fluency, pronunciation, and vocabulary in pre- and post-tests affirmed the program's success in boosting English communicative competence.

YouTube and English Learning: Transformative Impact on Self-Regulated Learning Competencies

The awareness of learning English has risen not only on students but also general community. However, expecting to master English merely relies on classroom learning or formal setting are considered not sufficient. Therefore, more English learners both students and public figured out how to study by themselves. The emergence of YouTube has changed the way people learn English. The various kinds of videos and their flexibility of access raised their awareness to learn English individually. It is a qualitative study. The data were analysed based on (Miles et al., 2014) theory. The researchers interviewed three participants to collect the data. They were selected based on the criteria managed by the researcher. This study used three competencies of self-regulated learning (SRL): cognitive, motivation and metacognitive. This study found that YouTube positively impacted SRL. The participants proved that YouTube helped them to understand English better, made their learning fun and enabled them to reflect their English competence.

Akademisyenlerin Dil Desteği Almakla ve Bunu Çalışmalarda Belirtmekle İlgili Görüşleri

The 21st century has witnessed the global spread of English as a lingua franca (ELF) across numerous areas, including science and academia, as a consequence of the interplay of various not-so-innocent historical circumstances and the inevitable effects of globalization. The overwhelming dominance of English as an academic lingua franca (EALF) has put academics all over the world under growing pressure to publish in English for various legitimate reasons such as increasing their international visibility, receiving grants and other awards, and satisfying academic appointment and promotion criteria. Consequently, non-native English speaking (NNES) academics have increasingly resorted to professional and/or non-professional language assistance such as translation, proofreading, and editing to get their English-language publications accepted by publishers. This study explored native Turkish-speaking academics’ views and experiences of receiving English language assistance to publish studies and acknowledging the assistance received in published studies. To this end, an online survey was first administered to a non-random sample of academics from various disciplines, and then online interviews were held with a self-selected group of survey respondents. The survey results showed that most academics first write their studies in Turkish and then have someone else translate them into English, and they receive language assistance from various service providers but mostly from freelance translators. While the assistance received is rarely acknowledged in published studies, the most selected reason for this is that journal editors/publishers do not require to do so. However, the analysis of the interview data showed that academics’ concern over possible negative associations about their (in)competence in English is the most prominent reason behind the non-acknowledgement of the assistance received. In conclusion, the present academic publishing industry dominated by EALF seems to be a major site that has created a burgeoning market for language services, while the work of language workers is taken for granted and almost always remains unacknowledged and, by extension, invisible.

The Needs of English for Islamic Studies (EIS) in Traditional and Modern Pesantren

This research aims to analyze the needs, English skill levels, and necessities of students in English language learning when undertaking Islamic studies. Designed as quantitative-descriptive, the researchers use survey methodology by distributing questionnaires to students. The results regarding English fluency show that their English competence needs improvement. Their ability needs to be improved in four skills (speaking, listening, reading and writing). In the context of items necessary for English for Islamic Studies (EIS) courses, the results indicate that the students highlight two skills that they see as needed in EIS: speaking and reading.

Decision Making for The Most Outstanding Students Award using TOPSIS: a Case Study at Institut Teknologi Sumatera

The internal selection of Pemilihan Mahasiswa Berprestasi, or known as Pilmapres, is an annual competition held by Institut Teknologi Sumatera (ITERA) to award the most outstanding student of the year which will be further sent to compete in regional and national event of Pilmapres held by Balai Pengembangan Talenta Indonesia. This study aimed to implement TOPSIS as a decision-making tool to determine the winner of Pilmapres ITERA in 2023. The criteria used in this study were general achievements, English competencies, and creative ideas, with weight of 50, 20, and 30, respectively. The scores for the criteria for each of the students are obtained from nine members of the board of jury in the final stage of Pilmapres ITERA in 2023. The calculation result using TOPSIS concluded that the 1st, 2nd, and 3rd winners of the internal selection of Pilmapres ITERA in 2023 were Alpha, Beta, and Omega, with the final preference scores of 0.995, 0.799, and 0.795, respectively.

DIGITALISASI BAHAN AJAR SUPPLEMENTARY BERBASIS AJARAN TRI-N UNTUK MENGEMBANGKAN KOMPETENSI BAHASA INGGRIS SISWA SEKOLAH DASAR

The purposes of this study were to: (1) describe the analysis of the digital teaching materials needed in Tri-N teaching-based learning to develop English language proficiency in elementary schools; (2) describe the feasibility of digital teaching materials based on Tri-N teachings from experts and stakeholders; and (3) describe digital teaching materials based on Tri-N teachings that are efficient for improving elementary students' English competence. A new English learning tool and instructional materials were developed as part of this study. The development approach, often known as research and development (R&D), is being used in this qualitative and quantitative research. Interviews, questionnaires, and observation were the tools employed. Students in grades 5 at SDN Planjan II, SDN Planjan 1, and SDN Monggol served as the research subjects. The development model of Borg & Gall (2003: 775) served as the foundation for the research methods. The study's development process was divided into 10 stages, including research and data gathering, planning, development of the initial form of the product, initial field trials, product revision, field trials, operational product revisions, operational field trials, final product revisions, and dissemination. The results of this research show (1) an analysis of the need for digital teaching materials in Tri-N teaching-based learning to develop English language competence in elementary schools is very necessary. (2) RPP and digital supplementary teaching materials based on Tri-N teachings to be used as teaching materials for extracurricular English activities in elementary schools are feasible based on validation results by 1 expert and 2 stakeholders. The average score obtained was a percentage of 88.6% from expert validation which was categorized as "Very Eligible" and a percentage of 90.36% from stakeholder validation which was categorized as "Very Eligible". (3) The final product of digital teaching materials is declared suitable for use with a sig value. (2 tailed) is <0.05, then Ho1 is rejected and Ha1 is accepted so that there is a significant influence of the use of digital teaching materials on learning outcomes.

Interculturality, native-speakerism and authenticity: paradoxes in Indonesia’s EFL pedagogy

ABSTRACT Intercultural language pedagogy goes beyond native speaker and target culture norms. Using an intercultural lens, this study examines the extent to which native-speakerism and authenticity inform the pedagogic belief and practice of Indonesian high-school teachers of English as a foreign language (EFL) and in particular how first language use shapes the teacher’s instruction and classroom discourse. Data were obtained from classroom observations, narrative frames, stimulated-recall, and in-depth interviews with five teachers, and a focus group discussion involving seven students. The data were analysed using a qualitative thematic framework. Findings show that the teachers often used home languages and lived cultural realities as a springboard to navigate and mediate between first and target language-and-culture. They displayed agency in dealing with local aspirations and the situatedness of EFL pedagogy and interculturality in the multilingual society. Evidence also revealed that native speaker models of English competence and pedagogic performance and English-speaking West concepts of authenticity tended to create paradoxes in the classroom. This paper forefronts the need to work towards a more culturally-responsive and critically-conscious EFL pedagogy.

Narratives of Experiences in International Teaching Practicum: Lessons from an EFL Pre-Service Teacher

Contrary to popular belief that field experience should be held in local settings, teacher education programs currently initiate networking with other countries through the international teaching practicum (ITP) program. Considering the platform’s magnitude, this paper aims to explore the pre-service English teacher’s experiences during ITP to build professional development of EFL potential teachers from various activities abroad. In this study, a narrative inquiry was implemented and supplemented with data obtained from Tina (pseudonym), an EFL pre-service teacher in one of the Indonesian universities who joined a four-month ITP program abroad, particularly in Thailand. In collecting the data, semi-structured in-depth interviews that emphasized five eligibility aspects were used. The findings reveal that the pre-service teacher reaped plenty of meaningful experience from ITP in terms of the classroom situation, the implementation of basic teaching skills, the period of success or failure in teaching, values for EFL teacher candidates in ITP, critical incidents, and students’ general English competence after ITP. This study provides evidence and feedback for the institution for better planning and organization in implementing practicum. Further, it implies equipping student-teachers with sufficient skill and competence related to adaptability, cultural identity, fear, and emotions in facing challenging English instruction in the future through multiple exposures to teaching instruments and supporting situated environment facilities.