English Course Research Articles

A Study on the Integration of Hainan Culture into College English Teaching Strategies

This study aims to explore the teaching strategies for integrating Hainan culture into college English courses and their impact on students’ learning outcomes. Drawing on relevant statements on cultural confidence, the research employs multiple methods, including questionnaires, in-depth interviews, classroom observations, and performance analysis, to systematically analyze the application effects of Hainan cultural elements in English teaching and student feedback. A survey of 200 students from a university in Hainan revealed that 90% of the students support the integration of Hainan culture into English teaching, 85% believe that this teaching method enhances their learning interest, and 80% think it helps improve cultural awareness. In-depth interview results show that both students and teachers agree that integrating culture into teaching not only improves English proficiency but also enhances cultural pride. Classroom observations indicate that students in the experimental class have significantly higher participation and interaction frequencies compared to the control class. Performance analysis shows that the English scores of students in the experimental class increased by 15%, significantly higher than the 5% increase in the control class. Comprehensive analysis results demonstrate the effectiveness of integrating Hainan culture into college English teaching. It is suggested that future teaching further enrich cultural content, innovate teaching methods, strengthen teacher training, improve evaluation mechanisms, promote interdisciplinary cooperation, and utilize external cultural resources to enhance students’ cross-cultural communication skills and overall competence.

The effect of co-regulation on English public speaking self-efficacy in collaborative oral presentations.

This study investigated the influence of co-regulation on public speaking self-efficacy in the context of collaborative oral presentations. A total of 237 students enrolled in an English course at a university in China took part in the research. The factor analysis findings revealed that learners' co-regulation in public speaking encompass five components: co-planning, co-monitoring, co-evaluation, effort regulation, and help-seeking. Public speaking self-efficacy, on the other hand, pertains to learners' confidence in aspects including the topic, language use, organization, and delivery during public speaking engagements. The path analysis demonstrated that co-planning was a significant predictor of students' self-efficacy in terms of the topic and organization. Moreover, the co-monitoring strategy exhibited direct and positive correlations with language and topic self-efficacy. Similarly, the co-evaluation strategy showed direct and positive relationships with language, delivery, and organization self-efficacy. Furthermore, both effort regulation and help-seeking strategies were found to have direct and positive impacts on organization self-efficacy. This study offers valuable implications for educators, trainers, and individuals aiming to enhance their public speaking self-efficacy in collaborative environments.

Methodology of Lexical Competence Formation of Power-Engineering Students based on CBA and its Experimental Research in Teaching ESP

This article considers about methodology of lexical competence formation of power - engineering students and its experimental research in ESP teaching. Here some theoretical approaches are discussed, and new methodology suggested by the author is tested in practice. Experimental work was carried out in 3 non-philological universities of the Republic of Uzbekistan as Tashkent State Technical University named after Islam Karimov (TSTU), Fergana Polytechnic Institute (FerPI) and Navoi State Mining Institute (NSMI). Anonymous questionnaires were obtained from students and teachers, written control works are received from students. Using the results obtained, the existing difficulties in teaching and mastering the terms of power engineering were identified. With the help of these difficulties there have been developed a typology of exercises aimed at overcoming the identified challenges. The exercises given here were prepared and published in the textbook "Foreign language for 3rd year power engineering students" for the development of lexical competence, used at English language course for students of the 3rd year of the Faculty of "Power engineering" of non-philological higher educational institutions of the republic. The texts in the manual is based on the content of teaching special subjects and textbooks in the field of power engineering of TSTU, 3rd year "Foreign language" educational and methodological complex, O.G.Smirnova, E.A. Protsukovich's e-book English for Power Engineering, David Bonamy's Technical English 1, and Internet sources. Besides this there are given some recommendations and suggestions on teaching technical terms to ESP students in higher educational establishments.

Crafting Language for Culinary Excellence: Customizing ESP Content to Align with Student and Industry Needs

The alignment of English for Specific Purposes (ESP) materials with the needs of students and the culinary industry is crucial for preparing graduates to excel in the competitive fields of tourism and hospitality. In particular, essential English language skills such as culinary terminology, effective communication in professional kitchen environments, and writing recipes or menus in English should be addressed more in existing curricula. This study aimed to assess the relevance and practicality of current ESP materials within the context of culinary education at an Indonesian university. Using a qualitative descriptive approach, the research involved 40 second-semester students who had completed a course in Professional English, along with 11 waitstaff from hotels and restaurants in West and North Sumatra. The findings revealed significant gaps in the current materials, particularly in areas critical for international customer service and multicultural teamwork, such as food presentation, customer interaction, and sanitation practices. The study concludes that English learning materials must be tailored to meet the general needs of English learners and the specialized demands of the culinary industry. Incorporating relevant terminology, practical communication skills and industry-specific content is essential for better preparing students for professional roles in catering and hospitality. The research suggests that focused classroom techniques on communication and specialized vocabulary can guide educators in developing more effective ESP materials for the culinary field.

A Multidimensional Assessment of Malaysian Polytechnic Students' Communication Apprehension in Oral Presentations

Focusing on situation, audience, context, and trait-based factors, this study examined the multidimensional aspects of Malaysian polytechnic students' communication apprehension during oral presentations. A total of 116 engineering and business diploma students enrolled in an English communication course at a polytechnic in Sarawak were selected to participate in a survey based on McCroskey's (1984) Personal Report of Public Speaking Anxiety (PRPSA). The results revealed that situation and audience-based communication apprehension in oral presentations were more prevalent than context and trait-based communication apprehension, indicating the significant influence of the communicative environment and audience dynamics on students' speech anxiety. Hence, the need for targeted pedagogical strategies by educators and administrators to alleviate students' communication apprehension and specific training programmes simulating various speaking scenarios and audiences is pivotal.

Creating a speech portrait of a modern Chinese teacher in online media

The purpose of the study is to identify the speech characteristics of modern Chinese teachers. The object of the study is the blog(s). Special attention is paid to the visual and auditory design of the video material: the presence of music, the design of the room, the style of the blogger's clothes, the manner of speech. The desire to show their own market attractiveness against the background of competitors, the desire to become popular and have their own audience on the Internet motivates bloggers to show authority in a variety of ways. The research material was two commercials of English language courses on the "bilibili" platform. The coronavirus infection has pushed the Chinese government and private educators to develop online teaching platforms, among which the bilibili video hosting can be cited as example. Users of this platform have the opportunity not only to watch videos, but also to purchase video courses on various topics. The work uses a descriptive method (observation, interpretation, generalization). In the course of the study, the speech analyzer programs Text-Analyzer and Cathoven were used, with the help of which the approximate level of oral text on the CEFR scale was determined. As a result of the analysis, the main features of the speech portrait of the teacher-blogger were highlighted, and the importance of the image on the Internet for attracting an audience was emphasized. The main contribution of the author is a comprehensive study of the image of a modern teacher in Chinese linguoculture. Along with the economic boom and the development of social networks in China, there has been a reassessment of traditional values. The penetration of Western mass culture has had a strong impact on the population, especially on the younger generation, who use the Internet to a greater extent and consume entertainment and educational content. This influence has not spared modern Chinese teachers. Studying the image of a Chinese teacher in modern realities will help to update information about Chinese culture, its synthesis with modern mass culture and traditional Confucian values.

Internet heuristics in the English language course for junior medical students

Introduction. Teaching of modern Internet heuristics to medical students is presented in fragments or in demand at late stages of training (graduate or postgraduate course of specialization). The aim of the article is to reveal the peculiarities of the heuristic method of teaching in the educational work with professional authentic Internet materials in English for undergraduate medical students. Materials and Methods. The present study was conducted in three stages (February – April 2024) and is based on experimental work made in September 2022 – June 2023 [36]. The entrance survey of students to test the null hypothesis (H0) was conducted using the Anketolog Online Survey Platform. To check the impact of factor α, a univariate analysis was performed in MS Excel. The final questionnaire to test the alternative hypothesis (H1) was conducted using the WebAsk Online Survey Service. The data obtained were analyzed using IBM SPSS (version 23.0). The comparative analysis method was used to develop the necessary professional content of the course. The study involved 80 junior medical students (1st and 2nd year) of English language proficiency level from Elementary (A1) to Pre-Intermediate (A2). Results. It was found that school English-language training does not affect the choice and motivation of medical students of the elementary and threshold levels of English proficiency in studying the professional Internet materials (F = 1.27, p>0.05) The distribution of answers regarding the evaluation of the conducted practical work with professional Internet materials is 40% in favor of training in the skills of working with scientific databases of articles on medical topics, 25% – training in the basics of writing professional texts (articles and abstracts) on medical topics, 20% in favor of training in critical thinking skills in working with professional materials, 15% – training in time management when working with information and correlates between all the studied groups. The obtained data served as a basis for the development of thematic sections of the educational discipline “Introduction to Internet information heuristics”. Conclusion. The results of the experimental study and the design for the academic discipline "Introduction to Internet Information heuristics" developed on their basis contribute to ensuring the level training of medical students in terms of developing skills in working with professional materials in English and allows them to master modern heuristic methods of working with information that are in demand in clinical practice.

Retraction Note: The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

Retraction Note: The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

Мнемотехники для запоминания иноязычной лексики в процессе самостоятельной работы студентов по созданию ассоциативных карт в неязыковом вузе

The research aims to substantiate the potential use of mnemonic techniques for memorizing foreign language vocabulary during independent work on creating association maps in a general English course by non-language university students. The paper examines three groups of mnemonic techniques: visual, audiovisual, and auditory, and provides examples of association maps that include visual images, definitions or examples of the use of lexical units in context, as well as associative chains related to students’ personal experiences or contexts of their lives. The scientific novelty of the work lies in clarifying the advantages of using association maps as a means of teaching foreign language vocabulary from the perspective of students who participated in the preparation of these maps during independent work. The research findings indicate that students display a positive attitude towards the use of association maps for memorizing foreign language vocabulary. Students highlight the following advantages of such maps: 1) the time spent on their creation has an impact on deep memorization; 2) students can successfully recall and apply vocabulary during the final control task; 3) they perceive the work on producing maps as a creative task. The research also shows that it is important for students to organize additional practice with association maps for systematic repetition of lexical units in order to preserve them in long-term memory.

Classroom Management and Students’ English Skills

The aim of this study was to examine how teachers implement classroom management in private tutoring classes for elementary school students and determine if these classes contribute to students' English skills. The research was conducted at a private English course in Semarang on April 24th 2024. Research method used is a qualitative method with case studies. Research techniques used are observation and structured interviews. The findings of the study have been presented in three categories of classroom management, that are: Teaching Standards, Rules, and Procedures, Classroom Climate, and Timing and Scheduling. Based on the results, teachers’ Classroom Management contributes to the students’ English skills.

LIVED EXPERIENCES OF LEARNING AND PRACTICING ENGLISH: A CASE STUDY COSTA RICA

In the community in La Virgen de Sarapiquí, community outreach projects have been carried out from 2018 to 2024. The projects had the purpose of providing the participants with professional skills for the potential tourist visitation in the area due to the opening of El Ceibo of the Braulio Carrillo National Park. In the last three years, English courses have been taught in the community with the aim of promoting linguistic competences in their tourism ventures. This qualitative research evidences the lived experiences and perceptions of two participants in the process of learning and Practicing English in socio-productive activities, developed under this community outreach framework. For this descriptive case study, data were collected through semi-structured interviews, collages, and reflective narratives. Data were analyzed using thematic analysis and using NVivo as software for data coding. The results obtained include the context of the participants before taking the English courses, the perceptions of these people about the English courses, the experiences lived in the implementation of the language and job projections in relation to English. It was concluded that the learning of English was effective and its use in the socio-productive activities of the participants. Also, extension projects are key in the development of rural communities along with the implementation of project management principles such as quality, complexity, adaptability, and resilience; In addition, rigorous qualitative research allows a systematization with perspectives from the experiences and perceptions of the participants.

Asynchronous Video Feedback as a Game-Changer for Online Speaking Classes

Asynchronous Video Feedback (AVF) allows students to replay or slow down video feedback for better comprehension, enabling them to thoroughly process and address issues, thereby enhancing their observational and reasoning skills. This study investigates the effectiveness and student perceptions of AVF in improving speaking skills in online English courses. Conducted in an online English course in Pare, Kediri, Indonesia, the research employed a mixed-methods design, including pretests, post-tests, surveys, and semi-structured interviews with eight participants from an online speaking class. The results revealed substantial improvements in learning outcomes, with the pretest mean score of 64.88 increasing to a posttest mean score of 84.88, indicating a significant enhancement in students' speaking capabilities. The study showed that AVF significantly improved pronunciation, grammar, vocabulary, and fluency. Additionally, AVF promotes self-directed learning and discipline, though a student's educational background may influence their comprehension, particularly concerning grammar. Compared to in-class feedback, AVF reduces feelings of embarrassment and fear, offering valuable insights for future online English classes. Therefore, AVF is proposed as an effective tool for developing students' speaking abilities in online courses.

The Impact of Teaching English Literature on improving EFL University Learners’ Performance.

Teaching English Literature is important in learning English language in Uinversities. In all the English departments in Universities, having an English literature course is a must. Generally speaking, literature has a huge role in enhancing the student’s ability in the four skills of learning language. Therefore, in many foreign countries, English literature begins at early stage of education. The idea of teaching literature at early stage is to make learners familiar with the native culture for linguistic purposes. The aim of this study is to investigate the impact of teaching English literature for EFL (English as a Foreign Language) learners to perform a better performance in English language. In order to improve EFL learners' English proficiency, the researcher advises teachers to create efficient techniques and approaches for teaching English literature.

Factors affecting deep learning of EFL students in higher vocational colleges under small private online courses‐based settings: A grounded theory approach

AbstractBackgroundThe introduction of Small Private Online Courses (SPOCs) in English as a Foreign Language (EFL) instruction at Higher Vocational Colleges (HVCs) signifies a shift in education. Understanding the factors that affect deep learning in this SPOC context is crucial for improving educational outcomes.ObjectivesBy employing grounded theory, we seek to explore the key factors that shape deep learning experiences for students in SPOC learning environments at HVCs and clarify the interrelationships among these influencing factors.MethodsSemi‐structured interviews were conducted with 18 EFL students and 4 teachers and NVivo 11 software was utilised to aid in the qualitative analysis of the collected data. Through a rigorous three‐tier coding analysis, an “environment‐person‐mediation ‐behaviour” (EPMB) model was constructed, aiming to clarify the mechanisms that influence deep learning among EFL students in HVCs.ResultsOur findings reveal that intrinsic motivation and cognitive abilities are crucial for deep learning among EFL students in HVCs. Blended learning settings, English curriculum satisfaction, and English teachers' teaching methods serve as situational influencing factors. These factors are interconnected, mediating positive or negative effects on deep learning through various intermediaries like continuity, attraction, guidance, motivation, and regulation.ImplicationsThe findings offer pedagogical insights for HVC stakeholders, enabling them to enhance students' deep learning experiences.

Exploring the Path of Ideological and Political Construction in College English Curriculum under the Background of Artificial Intelligence

With the continuous deepening of higher education reform, building a curriculum ideological and political teaching system and improving students’ comprehensive literacy have gradually become a key task for current leaders and teachers. Meanwhile, with the continuous development of the social economy, artificial intelligence technology is constantly upgrading, bringing new opportunities and ideas for the development and innovation of various industries. Therefore, college English teachers can rely on artificial intelligence technology to construct an ideological and political teaching model for English courses. This can integrate teaching resources, innovate teaching models, teach students basic English knowledge and reading and writing skills, cultivate moral literacy, cultural confidence, and political consciousness, and promote comprehensive development. This article explores the ideological and political construction of English courses for college students, which plays an important role in improving the ideological and political system of courses and cultivating students’ English literacy. Firstly, this article provides a literature review on artificial intelligence and English course ideological and political education, followed by a conceptual explanation of artificial intelligence and course ideological and political education. Then, the basic principles and educational value of English course ideological and political construction are proposed and finally, specific construction paths are proposed based on artificial intelligence.

Language Barriers in Multinationals and Knowledge Transfers

Abstract We study communication frictions within multinationals (MNCs), hypothesizing that language barriers reduce management knowledge transfers within the organization. A distinct feature of such MNCs is a three-tier hierarchy: foreign managers (FMs) supervise domestic managers (DMs) who supervise production workers. Tailored surveys from our setting – MNCs in Myanmar – reveal that language barriers impede interactions between FMs and DMs. A first experimental protocol offers DMs free English courses and confirms that lowering communications costs increases their interactions with FMs. A second experimental protocol that asks human-resource managers at domestic firms to rate hypothetical resumes reveals that multinational experience and, specifically, DM-FM interactions are valued in the domestic labor market. Together, these results suggest that reducing language barriers can improve transfers of management knowledge, an interpretation supported by improvements in soft skills among treatment DMs in the first experiment. A model in which communication within MNCs is non-contractible – a realistic feature of workplace life – reveals that the experimental results are consistent with underinvestment in language training and provide a rationale for policy intervention.

Online English Language Teaching in the University of Maroua during the COVID-19 Lockdown: Exploring Platforms and Interaction

With the advent of the COVID-19 pandemic, a lockdown was imposed on Cameroon in 2019. During the period of the lockdown, the University of Maroua enforced online teaching. The aim of this paper is to examine how English Language courses were taught online in the Department of English Language and Literature in the Faculty of Arts, Letters and Social Sciences. The objectives are twofold. Firstly, to examine the platforms used for lectures during the confinement and secondly, to investigate interaction patterns employed for online teaching. Data for the study was collected from students and lecturers through convenient sampling technique in the 2019-2021 academic year. Only lecturers and students who actively took part in online pedagogy during the COVID-19 lockdown were involved in the study. The researcher exerted participant observation, 30 screenshots of online teaching, interview with lecturers and 102 copies of a questionnaire administered to Level One and Master’s One students. Results show that three platforms were used: WhatsApp (100%), Google classroom (88.76%) and zoom (56.75%). With regard to the method employed in teaching, interaction with the use of text and voice was done on the platforms, especially WhatsApp. The interaction was between Lecturer – learners, human – machine (screen) and Learner – Learner. Lecturers equally placed electronic material such as course synopsis and books on the WhatsApp and Google classroom platforms for students to exploit. The findings of this study offer vigorous acumens to higher education stake holders in Cameroon on the implementation of online teaching and use of Information and Communication Technologies (ICTs) in teaching. The researcher recommends incessant training for lecturers and students so that they can copiously grasp online pedagogy and go global with ICTs, especially Artificial intelligence (AI) which is one of the fastest growing Information Technologies.

Enhancing aviation English competency: A simulation-based approach for aspiring pilots

Aviation English (AE) represents a noteworthy area of investigation within the realm of English for Specific Purposes (ESP), aimed at fostering English language competency among aspiring pilots. In this study, a simulation-based aviation English course was designed and implemented for improved learning gains. The present study took place at a tertiary educational institution, focusing on the analysis of AE vocabulary development, the readback performance of student pilots, and the examination of participants' perceptions of simulation-based training. Employing a mixed-methods sequential explanatory research design, data were gathered from 21 ab-initio pilots enrolled in the Pilotage Training program. The quantitative results showed that participants significantly improved their readback performance and AE vocabulary knowledge over the course of a semester. With regard to the qualitative results, student pilots overall perceived the simulation-based training as an innovative and effective method. The present study, therefore, constitutes a notable advancement in the AE research domain by documenting, for the first time, the application of simulation-based training in the aviation context. Moreover, the study offers insights into the implications for ESP practitioners and stakeholders in the aviation sector, along with recommendations for future research, which are delineated in the study's conclusion.

The effects of language learning on cognitive functioning and psychosocial well-being in cognitively healthy older adults: A semi-blind randomized controlled trial

ABSTRACT This study investigated the impact of language learning in comparison to other complex learning activities on cognitive functioning and psychosocial well-being in cognitively healthy, community-dwelling older adults. In a randomized controlled trial, 43 Dutch functionally monolinguals aged 65–78 completed a three-month English course (n = 15), music training (n = 13), or a lecture series (n = 15). Cognitive functioning (global cognition, cognitive flexibility, episodic memory, working memory, verbal fluency, and attention) and psychosocial well-being were assessed before and immediately after the intervention, and at a four-month follow-up. The language learners significantly improved on episodic memory and cognitive flexibility. However, the magnitude of cognitive change did not significantly differ between the language learning and music training conditions, except for a larger positive change in cognitive flexibility for the language learners from pretest to follow-up. Our results suggest that language learning in later life can improve some cognitive functions and fluency in the additional language, but that its unique effects seem limited.

UKRAINIAN PHD STUDENTS' ATTITUDES TOWARD AI LANGUAGE PROCESSING TOOLS IN THE CONTEXT OF ENGLISH FOR ACADEMIC PURPOSES

Mastering academic writing skills in English is essential for future researchers. At present, AI language processing tools provide high-quality, accessible, and fast assistance for translation, editing, and stylistic enhancement of scientific texts. However, their use within English for Academic Purposes (EAP) courses generates mixed reactions among educators and raises ethical concerns. Our study aimed to explore the predominant perceptions of AI language processing tools by PhD students of the National Academy of Sciences of Ukraine (NASU) from the viewpoint of their integration into the academic English course taught in the first year of their PhD studies. The study involved 52 PhD students from various NASU institutes. They completed a survey with both closed-ended and open-ended questions regarding their previous and expected use of online translators, writing enhancement tools, and ChatGPT for research writing purposes. The results of the survey show that NASU PhD students have extensive experience with online translators, but are less familiar with writing enhancement tools and less certain about their potential use in the future. Almost a third of the respondents expressed reservations about using ChatGPT for academic writing due to academic integrity concerns. Most of the respondents (66%) agree that the basics of ethical use of AI writing and editing tools should be incorporated into EAP courses. One subgroup of the participants (n = 11) took part in a small-scale additional intervention focused on writing enhancement tools. They were asked to apply Grammarly, QuillBot, and ChatGPT to edit their course projects (presentations of the current state of their dissertation research) and compare these tools according to various criteria. The feedback provided by this subgroup indicates that they were most satisfied with the quality of editing provided by ChatGPT but found Grammarly and QuillBot easier to use and more suitable for superficial grammar checks. We found out that the AI tools helped participants achieve improvements primarily in such aspects as the use of articles, punctuation, use of prepositions, and elimination of redundancy. The study has significant pedagogical implications, promoting the wider use of AI tools in the context of teaching English for Academic Purposes and addressing appropriate teaching techniques and methods.