English Ability Research Articles

코퍼스 기반 동물매개치료 분야 영어 어휘 분석 연구

The purpose of the study is to investigate the lexical characteristics of English for animated-assisted therapy (AAT) by building a specialized corpus of AAT. Keywords in the corpus and frequencies of the keywords were identified. Furthermore, the lexical characteristics of the keywords were analyzed in terms of collocation and concordance. The keywords and their lexical characteristics in the specialized corpus can help ESP learners to understand English words in specific academic fields and improve their English ability to use these words appropriately.

GENDER DIFFERENCES IN ENGLISH LANGUAGE LEARNING

This article focused on the gender differences in English Language Learning. It discovers students’ learning styles as affected by the notions about men’s and women’s differences in communication. The data were randomly collected from ten male and ten female students of the English department of Tanjungpura University Pontianak. The population was the third-semester students of English department students. They were given an online questionnaire through Google Form. It is to find out their attitudes towards speaking to a different gender, strategy to express an opinion, group work preferences, and activeness/passiveness in the class. The findings showed some factors affect the different styles of female and male students in learning English. The result of the data indicated that more females felt reluctant to speak English to a different gender. Besides, it can also affect the successful strategies of English students in learning English. The great potency of female students to be ashamed, nervous, and women’s language can affect their achievement in English. Meanwhile, male students as influenced by their need to challenge and maintain strength as men and can use speaking English ability as a way to show their status as men.

Artificial Intelligence-Based Translation Technology in Translation Teaching.

With the advent of the era of artificial intelligence revolution, deep learning is undoubtedly injecting new vitality into machine translation technology. In the context of artificial intelligence, teachers must find new and effective teaching ideas to improve the actual effect of translation teaching, which has drawn the attention of university teachers in recent years. With the development of society and the change of the times, English is becoming one of the implicit requirements of society for talents. Not only in the context of the new changes in curriculum, English teaching in schools and teachers is no longer limited to examinations, but more importantly, it is also significant to cultivate students' comprehensive English ability so that they can really use their English knowledge and solve practical problems in life. On this basis, this paper investigates the practice of teaching English in college in the context of artificial intelligence.

Constructing a Data-Driven Model of English Language Teaching with a Multidimensional Corpus

In this study, a multidimensional corpus English teaching model is constructed using the data-driven model. This study uses a data-driven collection of massive amounts of data to generate a multidimensional corpus. The data-driven generation of a multidimensional corpus to build a teaching model is studied, and the principle of data driven, the computational process, and the characteristics of the corpus are analyzed. Due to the deficiency of data-driven modeling without correlating process variables with quality variables, this study adopts an artificial intelligence algorithm and analyzes the basic principle, computational process, and advantages and disadvantages of the method. The model is simulated and verified for multidimensional corpus and English teaching. To address the shortcomings of the AI algorithm, which has a complex computation process and no orthogonal decomposition of the data space, the autoregressive latent structure projection algorithm is designed by integrating the autoregressive idea with the artificial intelligence (AI) algorithm. This algorithm can orthogonally decompose the sample data space and simplify the modeling process. Finally, the algorithm is validated by simulation. To verify the results of the teaching model, the fuzzy C-means clustering algorithm is combined with the autoregressive latent structure projection algorithm in this study. The sample data used in the modeling are divided into categories, and the affiliation function is calculated for each category. The affiliation function is used to calculate the affiliation of the online calculation results for each category, and the final evaluation results are obtained based on the fuzzy comprehensive evaluation method. Finally, taking junior students as an example, the simulation is carried out to verify the effectiveness of the English teaching model. The research results show that the corpus-based English flipped classroom teaching model improves English teaching methods, enhances students’ English proficiency and independent learning ability, and provides a practical basis for English teaching model exploration.

College English Reading Teaching Integrating Production Oriented Approach from the Perspective of Artificial Intelligence.

The objectives are to solve many problems in traditional English reading teaching, such as the passive acceptance of students' learning situation, the rigid teaching mode of teachers and the difficulty in taking into account the individual needs of each student, and the forced averaging of students' English learning ability and level. Firstly, a detection method of English reading level based on the Backpropagation neural network (BPNN) is designed. Secondly, the teaching process and specific teaching plan are designed with the Production Oriented Approach (POA). Finally, the detection method of English reading level is verified by simulation experiments, and the effect of the teaching method integrating POA is analyzed. The results show that (1) when the learning rate is 0.26 and the training time is 1000 times, the mean square error (MSE) of the model is the smallest. (2) The results of the practical experiment indicate that the number of people who sign up for the college English proficiency test, the number of actual exams, and the pass rate of the test in the experimental group using the teaching method are higher than those in the control group. Moreover, the number of people in the experimental group increased more than that in the control group after the experiment. There is no significant difference in the test results of the two groups before the experiment, and the average test scores of the experimental group are obviously higher than those of the control group after the experiment. The p value of the two groups of results is less than 0.05 in the t-test, indicating that there is a significant difference in the English reading level between the two groups after the experiment. Simultaneously, the difference between the results of class A before and after the experiment is larger than that of class B, showing that the teaching method integrating POA is more effective for students with higher English levels. Therefore, compared with the traditional teaching method, the teaching mode integrating POA is more effective in improving the English reading level of college students. It aims to transform POA theory into practice and provide a great reference for college English reading teaching.

Development Countermeasures of College English Education Based on Deep Learning and Artificial Intelligence

College English education aims at cultivating students’ English application ability and promoting the development of students’ English communication level. However, at present, many college students still stay in English learning to cope with the examination. The cultivation of oral English and other comprehensive ability is little. Therefore, the development direction of college English education should be based on the actual needs of students in social work and life, and formulate a plan more suitable for contemporary development needs. In this context, to better provide countermeasures for the development of college English education, this paper provides a new English education model based on artificial intelligence (AI), and evaluates students’ comprehensive English ability through deep learning (DL). This paper not only constructs a college English teaching model and evaluation system through artificial intelligence methods but also evaluates the quality of English pronunciation through DBN. It also designs comparative experiments, and the consistency between manual evaluation and DBN-based evaluation is obtained. The results show that the English pronunciation evaluation system based on DBN has a high consistency with manual evaluation. Among them, in the speech rate evaluation, the adjacent consistency rate reaches 99.58%, showing that the evaluation model constructed in this paper is effective and verifying the feasibility of applying the artificial intelligence method to college English education.

The Current Situation and Countermeasures of Intercultural Communication Competence Cultivation in Higher Vocational English Teaching

The intercultural communication competence is one of the main objectives of higher vocational English teaching, and it is very important to cultivate students’ cross-cultural consciousness. This paper studies the cultivation of intercultural communication competence in higher vocational English teaching, expounds the significance of intercultural communication competence, analyzes the current situation and shortcomings of cross-cultural teaching, and puts forward strategies and ways for improvement. This paper aims to promote the comprehensive English ability and enhance the competence of intercultural communication of higher vocational college students .

Internet of Things Task Migration Algorithm under Edge Computing in the Design of English Translation Theory and Teaching Practice Courses

This study aims to improve the quality of English teaching in contemporary colleges and universities, so as to cultivate more English translation talents. Taking corpus, English translation, and teaching practice as the main research horizons, this study analyzes the application of master of translation and interpreting (MTI) course design, English translation, and task migration by combining the task migration algorithm under Internet of Things (IoT) with the self-built corpus, so as to realize the cultivation of translation talents and design of teaching practice. A translation corpus is constructed, a two-way interactive online course is designed, and the experimental results of the complete local migration algorithm (CLM algorithm), random migration algorithm (RM algorithm), and greedy heuristic migration algorithm (GHM algorithm) used in English teaching practice courses are analyzed and compared. The experimental simulation results reveal that the GHM algorithm proposed in this study shows good system stability, its duration is 60% better than that of the CLM algorithm, and its system throughput is increased by 50% compared with the CLM algorithm. In addition, the maximum delay time has little effect on the system throughput. When the system time slot length is fixed at 20 ms, the user migration rate of the genetic algorithm is the highest under the different total numbers of users. In addition, in view of the wide application of neural network in English translation teaching, this study establishes an English translation evaluation model based on the combination of particle swarm optimization (PSO) algorithm and neural network and compares it with the traditional neural network model in simulation experiments. The results show that the addition of PSO algorithm can effectively improve the convergence speed of artificial neural network (ANN), reduce the training time of the model, and improve the accuracy of the ANN network. Using the PSO algorithm to train the neural network, the optimal solutions of different particle swarms can be obtained, and the error is small. The PSO-ANNs model can promote the quality of English translation teaching and improve the English translation ability of the students. Therefore, applying the task transfer algorithm and PSO algorithm to the practice of English translation teaching has greatly improved the efficiency of the English classroom. To sum up, this study provides new ideas for the curriculum design of contemporary college English teaching and has reference value for the cultivation of college English translation talents.

Validation of the Results of Linking Speaking Test of IELTS to China’s Standards of English Language Ability

This study, taking into consideration of teachers’ as well as students’ judgments, explored the generalizability and consistency of the results of linking speaking test of IELTS to China’s Standards of English Language Ability (CSE). Nine college English teachers and 81 undergraduate students judged the degree of congruence between the IELTS speaking test and 72 relevant CSE descriptors to generate evidence of generalizability; 2 teachers judged the CSE levels of 11 videos of IELTS speaking test and 113 students assessed themselves based on the self-assessment scale, to provide data for exploring consistency from three perspectives: consistency of teachers’ judgments, consistency between teachers’ judgments and empirical scores, and consistency between students’ actual ability and the ability demonstrated in the self-assessment scale. The evidence showed that the linking results performed well both in generalizability and consistency from the perspective of both teachers and students, but students rated comparatively low than teachers both in the two facets. However, considering that certain descriptors are relatively abstract and separate from daily life situations in IELTS speaking test, it is understandable that students rate low in generalizability; and considering students' insufficient self-assessment ability, their relative low recognition in consistency also get explained. In general, therefore, the linking results show good generalizability and consistency. 

The development of Project-Based Learning Model of the English ability of International Business Administration students at Darussalam Polytechnic Palembang

The development of Project-Based Learning Model of the English ability of International Business Administration students at Darussalam Polytechnic Palembang

Effects of Teaching Styles on Chinese University Students’ English Language Abilities

Teaching styles play critical roles in students’ English-as-a-second/foreign-language (ESL/EFL) learning. Yet, the relationship between teaching styles and students’ English language abilities is still under-explored. The present study endeavored to explore the predictive power of teaching styles on Chinese university students’ English language abilities. A total of 1,318 English learners from a university in China were recruited. Perceived teaching styles of English teachers were assessed using the Students’ Perceived Teaching Styles Inventory (SPTSI), while English language abilities were measured based on the English Language Ability Self-Assessment Scale (ELASS). Findings indicated that teaching styles positively predicted English language abilities, and the predictive powers of Type I teaching styles on English language abilities were basically greater than that of Type II teaching styles. Pedagogical implications for university English teaching are discussed.

A Content Analysis of Integrated Learning Skills & Assessment in The Textbook Entitled “Grow with English” For the Sixth Grade of Elementary School

Textbook helps the teachers to prepare the lessons. It is also course book used by teachers and students in order to facilitate the teaching – learning process. In terms of its role in learning, it is crucial in teaching and learning process. Related to textbooks, there should be covered by all learning skills and assessment in order to help the students to improve their ability in learning English. This research is aimed (1) to analyze all four learning skills in the textbook, (2) to find out the way four learning skills are implemented, (3) to investigate whether the textbook provides the assessment for students or not in the textbook Entitled “Grow with English” for The Sixth Grade of Elementary School. This research is included as qualitative research design. The sample of this research is an English textbook entitled “Grow with English”. The researcher uses the checklist as the instrument. In collecting and analyzing the data, the researcher does several steps. After that, the data would be calculated by using a formula. The results show that the textbook provided all learning skills differently. For the assessment, it was found that the textbook provided assessment every three chapters. In conclusion, the authors of English textbooks should implement all learning skills every chapter and the assessment at the end of every chapter in the textbooks

Medical oncologists' perspectives of end-of-life care communication with racial/ethnic minority and limited English proficiency patients.

e18585 Background: Racial/ethnic minority (REM) and limited English proficiency (LEP) patients with cancer receive more intensive treatment at the end-of-life (EOL) compared to non-Hispanic whites. Various factors at the health system, patient, and provider level contribute to this disparity. While some data exists on the role of provider communication, little is known about medical oncologists' knowledge and attitudes regarding EOL care communication with REM and LEP patients with cancer. Methods: We conducted a cross-sectional, anonymous, pilot survey of medical oncology attendings and fellows at one academic center. Over 3 months, 57 individuals were invited to participate. The survey addressed 6 domains about EOL care communication with REM and LEP patients (role of language, barriers, facilitators, provider beliefs, provider communication skills, and cultural competency training). Questions used Likert scales and were modified from previously validated items when possible. Results: Of 35 individual respondents (61% response rate) 21 (60%) were male, 14 (40%) were female, and 29 (83%) were attendings. Average participant age was 42 years (range 31-60 years) and average years in practice was 9 (range 2-25 years). Twenty-three (66%) self-identified as non-Hispanic white, 11 (31%) as Asian, and 1 (3%) as other. Thirty-three (94%) reported their primary language as English and 23 (66%) reported speaking a second language. A majority (77%) strongly agreed discussing EOL care is part of an oncologist’s job and 69% strongly agreed patients with cancer, regardless of race/ethnicity or English language ability, should be engaged in EOL care discussions. Among several facilitators identified, two most highly rated as “Very Important” were eliciting patient belief systems about their disease (71%) and about death/dying (69%). However, only 14% strongly agreed they ask patients their beliefs about death/dying, and a minority strongly agreed they feel comfortable having EOL care discussions with REM (34%) and LEP (29%) patients. Importantly, 77% rated themselves at 6 or 7 (on a scale from 0 to 10, with 10 being the best) in how well they currently communicate about EOL care with REM and LEP patients, 74% reported wanting to be at 8 or 9 in 6 months, and 89% completely or somewhat agreed with wanting help to improve. Conclusions: Our results suggest there is conceptual understanding among academic medical oncologists of the need to engage all patients in EOL care discussions and elicit patient belief systems on the topic. Though there is lack of comfort in having EOL care discussions with REM and LEP patients, and infrequent inquiry about patient belief systems, there is also motivation to improve communication skills in this area. Interventions that foster medical oncologists' comfort and skills in cross-cultural, language non-congruent communication about EOL care are needed.

Effects of Situation-Based Learning on Sentence Writing Ability of EFL Students in Thailand

Situation-based learning is a meaningful learning approach that provides a connection between the classroom and practice in the real world. This study represents an attempt to investigate the effects of situation-based learning on students' sentence writing ability of English as a Foreign Language (EFL) and explore students' opinions toward situation-based learning. The samples were 52 students majoring in English Education. The research instruments consisted of a learning achievement test for pre-testing and post-testing, lesson plans, situation-based tasks, a questionnaire, and a semi-structured interview form. The data were analyzed using quantitative and qualitative methods. The quantitative method applied descriptive statistics including Mean, Min, Max, and Standard Deviation (S.D.), and the qualitative method applied content analysis. The results of this study showed that situation-based learning improved students' English sentence writing ability in terms of simple sentences, compound sentences, complex sentences, and compound-complex sentences. The results also indicated that situation-based learning enhanced students' sentence writing in terms of sentence completion, complete thought, word use, grammar, and punctuation. Students' opinions toward situation-based learning were explored in three areas: classroom climate, classroom activities, and sentence writing improvement. The results showed that the most advantageous area was sentence writing improvement, while the least adventurous area was classroom climate. This study suggests that situation-based learning should be applied at other educational levels to help students transfer knowledge from the classroom into practice in real life. It is recommended to investigate situation-based learning in terms of problem-solving strategies that students apply to solve problems in real life situations.

The Implementation of English Teaching Learning Process For Young Learnes In TK Harapan, Semampir Distric, Surabaya, Academic Year 2021/2022

The aim of this study was to describe the implementation of English learning in TK Harapan. This study applied the qualitative approach in form of a descriptive research. The data source was teacher, documents (weekly plan program, daily lesson plan, instruments for assessment, the students’ works, photos and videos. The data collection was conducted by interview, documentation, and observation. The data validity was conducted by applying the source and technique triangulations. The technique of data analysis was conducted by data reduction, data display, and verification. The result showed media used was flashcard, LCD, projector, and English textbook for Kindergarten.The methods of English teaching learning process applied were TPR (Total Physical Response), song, and game. The learning implementation was applied through composing the daily lesson plan which including five procedures namely before coming into class, opening activity, apperception activity, opening activity, main activity, and closing activity. The assessment was conducted by observation, check-list, and portfolio. The English learning for young learners was focussed on listening and speaking skills. Based on the data in this study, it could be assumed that the English teaching learning process in TK Harapan had worked well and it was able to develop the English ability of young learners.

Use of flashcard media in English learning topic knowing numbers in class 1c students at SDITA El Mamur school

Background: English subjects at the SD/MI level emphasize the introduction of vocabulary as a foundation or basis in learning English. English ability can be seen from the wealth of vocabulary that a person has. One of the creative efforts in making learning interesting is using media flash cards.
 Purpose: This study aims to determine the application of flashcards media about numbers in English in grade 1C at SDITA EL MAMUR.
 Design and methods: The researcher collected data using a qualitative approach, the type of research was descriptive narrative, and the data collection technique was interviews with informants, namely the homeroom teacher of class 1C. at SDITA EL MAMUR.
 Results: The results of this study indicate that the use of flashcard media can assist students in pronouncing vocabulary numbers in English because the use of flashcard media is easy to understand and attractive to students.

Relations between oral language skills and English reading achievement among Spanish-English bilingual children: a quantile regression analysis.

Understanding factors that influence reading achievement among bilingual children is considerably more complex than it is for monolingual children. Research on dual language development indicates that bilingual children’s oral language abilities are often distributed across languages in varied ways, due to heterogeneity of dual language exposure and input. Consequently, there may be greater variability in the associations between oral language proficiency and reading achievement among bilingual children than there is for monolingual children. This study evaluated how vocabulary knowledge and morphosyntactic ability in Spanish and English were associated with English reading achievement among 117 bilingual kindergarten and first grade children in the USA using both OLS and quantile regression. Results indicated that although English vocabulary and morphosyntax were both significantly associated with reading achievement, English vocabulary knowledge was most strongly associated with reading at higher quantiles of reading achievement. Cross-language analyses indicated that both Spanish vocabulary and morphosyntax made significant contributions to predicting English reading achievement beyond the effects of English oral language. Spanish vocabulary was uniquely predictive of reading at high and low quantiles of English reading, whereas relations between Spanish morphosyntax and English reading did not differ across quantiles. These results were consistent with predictions derived from theoretical models such as the simple view of reading and suggest that Spanish vocabulary knowledge may provide more unique information about children’s underlying capacity for acquiring language and literacy skill than does morphosyntax.

Practice of Artificial Intelligence and Virtual Reality Technology in College English Dialogue Scene Simulation

English is regarded as one of the most important business languages in the world. Various technologies have been developed to aid language acquisition in this field. The academic and corporate worlds are both responding favorably to technology intrusion in business communication abilities. The new normal condition is presenting a plethora of options to study a language, particularly English for nonnative speakers, using one of the immersive platforms, virtual reality. Striving people must improve their fluency and proficiency in order to stay competitive in the commercial sector. Learners might benefit from considering business-specific English in this situation. The research examines how virtual reality (VR) allows learners to experience business-related situations in a hands-on manner. It also addresses scenarios in which learners might maximize their professional potential. A mixed methodology study demonstrates how virtual reality technologies may be used to enhance English communication abilities. It discusses how different VR applications may pique learners’ attention and passion, as well as several strategies for improving Business English.

The Pragmatic Function of the Discourse Maker “Well” in TED Talks from the Perspective of Relevance Theory

This paper uses 25 speeches under the topic The most popular talks of all time in the TED official website as the corpus, and analyzes the pragmatic function of “well” in the genre of speech. The study finds that the discourse marker “well” in TED talks can achieve the following pragmatic functions, that is, delaying thinking, moderating tone, linking discourse, emphasizing information, constructing discourse, making up for shortages, correcting information, and changing turns. The use of discourse marker “well” can make communication more fluent and increase the compliance of conversation. The purpose of this study is to strengthen the correct use of the discourse marker “well” when delivering English speeches, and to improve English speaking ability to a certain extent.

Integrating MOOCs in Formal Education: To Unveil EFL University Students’ Self-Learning in Terms of English Proficiency and Intercultural Communicative Competence

This study employed a blended learning approach to investigate 98 medical university EFL students’ perceptions and analyzed the learning trajectory of their LMOOCs in formal education. Meanwhile, Byram’s (1997) intercultural communicative competence (ICC) model was adopted to explore if students’ English proficiency and ICC abilities could enhance or hinder their LMOOCs. Participants of this elective two-credit course, “English Presentation Skills,” were all required to complete one LMOOCs course to earn official certificates for the credits. Questionnaires about self-learning background and intercultural communicative competence, weekly reflections on self-learning, assistant-student interviews, and personal presentations at the final stage are conducted to test the consistency between student self-evaluation and class performance. The rubric of the TOEFL iBT Test was adopted to evaluate students’ oral expression. Video clips collected in class were analyzed to track the differences in students’ target skills. Findings revealed that before integrating LMOOCs in formal education, it is essential for instructors to equip students with enough self-learning skills through orientations and stress time management in MOOCs learning strategies, and scaffold sufficient English communication skills before students are thrown to sink or swim on their won. A revised version of the ICC model was proposed at the end (the context may vary) in the hope of drawing more attention and voice to this research area. The integration of LMOOCs in formal education, be it for language teaching or self-learning, should be directed toward the level of “precision instruction” in the future.