English Course Research Articles

Transition Words and Phrases: Logical Fallacy in Saudi Premedical English as a Foreign Language Learners’ Written English

This study investigates the use of transition words and phrases in the writing samples of premedical EFL learners enrolled in a preparatory English course at a university in Saudi Arabia. The study employed an empirical research design and mixed-methods research methodology to investigate the factors behind learners’ perplexity about the semantic contexts for using transition words in written English. Thirty male premedical EFL learners with B1 proficiency levels participated as subjects in the study. Learners’ comprehension of the context of the use of transition words was checked using tests. The test responses were cross-checked through a survey questionnaire. The results show that, in general, these learners are perplexed about the exact semantic connotations of transition words and the complexity in the transition of ideas from one sentence or paragraph to another. This may at times result in a loss of meaning, or a mismatch in the transition word and the context sentence the word is used in. The study’s findings suggest that Saudi pre-university EFL learners use transition words and phrases incorrectly or unnecessarily, and therefore, need intensive training in the use of transition words focused on semantic contexts to enhance their writing skills.

Development of Public English Teachers in Chinese Vocational Colleges via the Mechanism of “One Body, Two Wings and Three Parties Collaborations”

A good public English teaching faculty is an essential requirement for the development of high-quality vocational education and is urgently needed to achieve the objectives outlined by the “New Curriculum Standards” in Chinese colleges. The current challenges faced by the construction of the public English teaching faculty in the colleges include improper professional development orientation, unreasonable teacher structure ratios, imbalanced teacher ability development, indistinctive faculty characteristics, and inadequate fulfillment of moral cultivation objective. To address these issues, this study based on the questionnaire survey and cases collected mainly from higher vocational colleges in Jiangxi’s province explores repositioning the new professional role of public English teachers under the “New Curriculum Standards” by implementing the working mechanism: “one body (public English teachers), two wings (recruiting & training public English talents), and three parties (government, schools and enterprises) collaboration.” It aims to comprehensively enhance the integrated qualities of “professional knowledge + foreign language skills + cultural literacy” among teachers, thus improving the moral and intellectual nurturing capacity of public English courses in higher vocational education.

Strategies and Challenges in Teaching English in English Courses

English courses are part of non-formal education conducted outside formal education, and the curriculum and methodology can be adjusted. This research investigates what strategies teachers use and what challenges teachers face when teaching English in English courses. This qualitative research involved two teachers from two different English courses. This research uses in-depth interviews and thematic analysis to collect data. The research found that the challenges faced when teaching English in non-formal education were student diversity, student mood, and accommodating students' needs. Then, the strategies teachers use during the learning process are observation, personal approaches to students, simplifying teaching materials, establishing prior agreements, and creating lesson plans. This research contributes to the existing literature by providing insights into effective teaching strategies and identifying key challenges in English course settings.

THE DEVELOPMENT OF ENGLISH READING SKILL OF GRADE 7 CHINESE STUDENTS USING VIDEO CLIPS IN YUNNAN PROVINCE, CHINA

This study aimed to compare the learning performance of grade 7 Chinese students’ English reading skills before and after using video clips. Teaching and their satisfaction, The study employed a cluster random sampling of 40 7th grade students in Yunnan Province, China. The English reading skill test and students' satisfaction questionnaires collected the quantitative data. We analyzed the data using a paired sample t-test mean, standard deviation (SD), and thematic analysis. The results of the English reading skill test showed that the students in the sample group improved their English reading skills on the post-test and the pretest. The data on the students' satisfaction revealed that they rated all items highly and expressed positive satisfaction with the use of video clips in teaching an English reading course. Therefore, this study clearly demonstrated that the use of video clips could improve the students' English reading skills and their satisfaction.

Exploring Student Perceptions of Teaching Strategies in Business English Courses: Insights from EFL Contexts

The aims of this research were exploring the teaching strategies used by lecturers in Business English courses in Universitas Khairun, Ternate within the EFL context. The researchers used classroom observation and semi structure interview to collect the data. There were two lecturers and two classes of students who participated in this study. The findings of this research reveal that the case method and project-based learning (PBL) were the most commonly used strategies, while cooperative learning, small group work, and direct teaching were also occasionally applied. Although these strategies were effective in enhancing students' understanding of business concepts, they did not significantly contribute to the improvement of students' English language proficiency.

Using Interdisciplinary Approach in Business English Courses for China's English Majors

Using Interdisciplinary Approach in Business English Courses for China's English Majors

Impact of the curriculum system on the quality of stomatology graduates: a multivariable analysis

BackgroundThe curriculum system is a central component in achieving the goals and specifications of talent training schemes. However, problems and difficulties exist in curriculum provision due to a lack of curriculum system design logic. This study aimed to investigate the correlation between the university curriculum system and graduate quality and to reveal the design logic of the curriculum system.MethodsA total of 699 stomatology graduates from a university in Zhejiang were selected as research subjects from 2015 to 2022. The students’ curriculum system and graduate quality data were collected and classified. The graduate quality information contained (1) the National Board Dental Examination (NBDE) pass rate and score, (2) the postgraduate entrance rate and destination, and (3) the employment rate and work institution. Regression analysis was also conducted to assess the correlation between the curriculum system and graduate quality.ResultsRegression analysis revealed significant associations between general education, specialization, and stomatology X courses and NBDE score, postgraduate entrance rate and destination, and work institution. All courses except public elective courses had significant impacts on NBDE score. General basic, medical English, and employment guidance courses significantly influenced the postgraduate entrance rate and destination. Restricted elective and public elective courses had significant effects on employment rate and work institution.ConclusionsIncreasing the quality of specialized and stomatology X courses in the curriculum system is beneficial for deepening graduates’ expertise and enhancing their education. Moreover, English courses are suggested to be offered in the early stage to lay a better language foundation.

A framework for approximations of practice: Variations in purpose, approach, and opportunities for learning

Approximations of practice are common in preservice teacher education, but there is currently no shared language to describe how teacher educators facilitate approximations. This study draws upon observations of four social studies and English Language Arts methods courses in the United States to outline the Framework for Approximations of Practice. This framework plots teacher educators' choices about how actively to intervene during approximations, and their choices about whether to prioritize enacting practices with fidelity or improvisationally responding to pedagogical dilemmas. Greater clarity around teacher educators’ pedagogical options may facilitate more instructional collaboration and provide new avenues for research and advocacy.

Integrating Interdisciplinary Competence Development into Business English Curriculum: Strategies and Best Practices

This study focuses on analyzing effective strategies for integrating interdisciplinary skills into business English courses, including selecting interdisciplinary topics, conducting project-based learning, organizing interdisciplinary discussions and debates, utilizing modern technological tools, collaborating with enterprises, inviting industry experts to give lectures, and providing additional learning support. Subsequently, based on best practices, the importance of integrating interdisciplinary competence development into business English courses is fully revealed, which enhances the overall quality of education and students' comprehensive competitiveness, laying a solid foundation for students' future development.

Adaptation of Teaching Materials for Morality Cultivation in College English Courses

In order to achieve the goal of fostering morality cultivation, college English must be reformed to meet the new requirements of morality education in foreign language courses. This paper takes Unit 4 in Book 2 of New Target College English: An Integrated course as an example to demonstrate the requirements of adapting textbook content to serving morality education. Its basic principles and methods are as follows :1) to refine the morality themes and determine the teaching objectives; 2) use content-based teaching method to achieve theme-based teaching activities and naturally integrate language ability with morality goals; 3) arrange teaching content around morality themes, and connect online and offline learning activities to introduce and consolidate morality cultivation teaching.

Leveraging ChatGPT to enhance students’ writing skills, engagement, and feedback literacy

The rapid development of technology has dramatically increased the use of AI chatbots in English Language Teaching (ELT). This research investigates the role of AI chatbots in English as Foreign Language (EFL) students’ writing by addressing the following three main goals: (1) to measure how AI chatbots affect students' writing learning outcomes, (2) to evaluate their impact on writing feedback literacy and engagement, and (3) to explore how students use AI chatbots to improve these areas. Fifty Indonesian university students undertaking an Economic English course participated in this mixed-methods study, divided into an experimental group and a control group, each with 25 students. Data collection instruments included tests, questionnaires, and interviews. Quantitative data were analyzed statistically, while qualitative data were examined through thematic analysis. The findings revealed that the experimental group using AI chatbots showed significant improvements in writing outcomes. Additionally, this group demonstrated notable advancements in both writing feedback literacy and engagement. Students employed various strategies such as interactive writing practice, personalized learning plans, guidance on reading materials, acting upon feedback, peer feedback, gamified learning, and community building to enhance these areas. These results advance our understanding of the role of AI chatbots and inform instructional strategies in ELT.

Lecturers' expectations of the core content of agricultural english textbooks: An analysis of lecturer needs

This study discussed the effectiveness of the learning process in the English for Specific Purposes (ESP) program. The purpose of this study was to understand lecturers' views on what they expected and needed for textbooks in English (ESP) courses for agricultural students. Three lecturers from three different universities were involved in the study. This research used descriptive qualitative methods. The needs analysis was carried out through semistructured interviews, and the data were collected and analyzed through coding and categorization techniques based on question categories. This research revealed several core aspects that appropriate the expectations of lecturers, namely, their appearance and practicality; presentation system; order of work on exercise and/or activities; topics and objectives; and context, texts, and language. These aspects are based on the needs and expectations of English lecturers for agricultural students, so the results of this study can be useful because they synchronize lecturer expectations and the content of textbooks.

English Studies from Global to Nepali Context: Critical Debates, Challenges and Possibilities

This paper aims to present an analysis of the critical debates in the area of English Studies emerged from the time of its initiation and still going on, various challenges that this discipline has undergone, and its future prospects. Based on library research method, the analysis of the relevant online and physical library materials related to English Studies has been conducted. The findings show how English Studies has undergone the critical debates like whether English is the subject of colonial domination or socially progressive project, whether it has to give privileges to literary studies or creative writing, and whether it has to adopt a single standarised form of English or world Englishes. In addition to it, it shows that despite undergoing a number of critical debates and challenges due to either the ongoing process of departmentalisation or the African abolitionist movements, English Studies has become refined, updated and interdisciplinary area of study. Proper redesign and reformulation of English courses, incorporation of local art, culture and literature, adoption of new technology and vocational aspects etcetera could make it more relevant, effective and impactful in the days to come.

English as second language learners' practices and experiences with written feedback

Feedback remains a controversial topic for several reasons, the most relevant being the effectiveness and students' appraisal of the practice. This article explores second language learners' perceptions of feedback as a teaching and learning strategy. In second language teaching, it is necessary to know learners' previous knowledge and experiences regarding how they receive feedback, since this practice has an impact on the improvement of writing. To this end, in this research, an online questionnaire was distributed to 202 participants taking an English course to ask them about: types of feedback received, preferences regarding feedback, effectiveness of feedback and experiences with feedback. Analysis of their responses, quantitative and qualitative, shows that participants have preferences about how they expect feedback to be given, although these are not consistent with what theory suggests as effective. In addition, participants argue that their experience with feedback is related to a rather normative correction in which teachers focus on attending to microstructural aspects; therefore, students' view of textual quality is linked to normative processes. These aspects are important to address in the development of writing classes for second-language learners.

Comparing co-teaching and single instructor approaches on student satisfaction in online medical English courses

This study examined the dissatisfaction among Chinese medical students with online medical English courses, which overemphasize grammar yet fail to provide practical opportunities related to medical situations. This study compared co-teaching’s effects, involving native and non-native instructors, with a single-instructor (traditional) model on student satisfaction in online medical English courses. Using a qualitative design, pre- and post-course interviews were conducted with 49 second-year medical students across seven classes, exploring their perceptions of instruction, curriculum, and course satisfaction. The findings indicated that the co-teaching model improved student engagement and satisfaction, not specifically due to the native English-speaking instructor but likely because of the focus on more interactive and discussion-oriented strategies. In contrast, the single-instructor model maintained the traditional grammar-focused instruction, leading to lower satisfaction levels. Both instructional models faced limitations related to their reliance on textbooks for delivering core material needed for the course’s comprehensive exam. These results suggest that the instruction design and approach, rather than the native instructor alone, was the main driver of positive outcomes in co-teaching. The study’s findings suggest a need for curriculum reforms that reduce textbook dependence and incorporate more practical, interactive learning strategies. Future research should consider applying various research techniques, such as mixed-method approaches, longitudinal studies, and experimental designs, to comprehensively assess the long-term effects of instructional strategies and curriculum innovations on student outcomes.

Effect of L1 Use on Students’ Essay Writing Performance (EWP) in English Language Classroom

This study examined the effects of first language (L1) use on students’ EWP in an English language (L2) classroom. Utilizing an experimental design, data was collected through pretests, posttests, and interviews. The participants were second-year undergraduate students majoring in Dawro Doonaa and enrolled in a Sophomore English course. Originally, all sixty-eight students were in one section, divided into two sections for this study. To establish similar baseline levels, a pretest was administered, and students were grouped based on their scores. Their EWP was evaluated through a posttest, and interviews with two instructors provided insights into their views on L1 use in student’s writing. The data analyzed with a t-test in SPSS version 26 showed that students who were allowed to use their L1 in the English classroom performed significantly better than those in an English-only setting. Thus, it is suggested that L2 teachers in bilingual environments should consider a strategic and optimal use of students’ L1.

Impact of IT and English Courses on Youth Unemployment in Bulungur District, Samarkand

This research looks into how IT and English language classes affect youth unemployment in Bulungur District, Samarkand, where rural unemployment rates have stayed consistently high. In spite of numerous government interventions, there remains a shortage of studies on the efficacy of skill-focused educational initiatives in rural Uzbekistan. Utilizing a combination of different methodologies, the research study examines secondary data from local employment reports and conducts a case study on Purpose Education, a prominent training center in the area. Research shows that the incorporation of IT and English classes led to a notable decrease in unemployment, as the employment rate for graduates rose from 43% in 2021 to 76% in 2022. The findings indicate that focused educational efforts can successfully tackle joblessness in rural regions, but additional synchronization with local economic demands and enhancements to infrastructure are required for long-term achievement. The research offers important knowledge for policy makers and schools looking to decrease rural unemployment with skill development initiatives.

AN ANALYSIS OF MORNING CONVERSATION AT BASIC SPEAKING LEVEL AT GENTA ENGLISH COURSE PARE KEDIRI

This research concerns with the study of morning conversation at basic speaking level at Genta English Course. This research used descriptive qualitative design. This research aimed to know what is the teaching learning process in morning conversation and what are students’ response in morning conversation at Genta English Course at basic speaking level. In this research, the researcher observed the process of teaching speaking that happened there. The techniques of collecting data were observation, questionnaire, and documentation. The researcher used an observation sheet to observe the teaching and learning process to understand how speaking is taught, the researcher gave the questionnaire to students to realize what students' response, and documentation to take photos and videos. The conclusion are the teacher opened the class by reciting Basmalah and praying together, called roll the students, give a topic some questions, and asked the students to practice about it. And the result was good and made students more active to speak English. It means morning conversation can develop students’ speaking ability and make students more active to interact and communicate with others by English.

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.