English Communication Research Articles

A Development of English for Communication Skills of Primary Students Using Jeopardy Game

Background and Aims: The purposes of this study were to; 1) examine the results of using the Jeopardy Game to enhance English communication skills in all Thai primary-school learners, and 2) to determine the learners’ satisfaction after learning English for communication by using the Jeopardy Game. Methodology: This study employed both quantitative and qualitative methods for collecting data, which were then analyzed statistically for the results. The samples of this study were twenty-six primary school students learning in grades 4-6, who learned English for communication with the Jeopardy Game for a certain range of assigned time. The instruments included a set of appareled pre-tests and post-tests, a questionnaire, and classroom observation. The data of the pre and post-test and questionnaire were collected, and the dependent t-test, the mean, and standard deviation were used to analyze the quantitative data such as the test and questionnaire and the content analysis was used for the interview as the qualitative data. Result: The data analysis, indicated that the mean score attained by the participants in the post-speaking test significantly surpassed the mean score attained in the pre-test. Additionally, it demonstrated that the learners enjoyed playing the game the most. Secondly, the learners required higher difficulty-level gaming activities used in the classroom. Thirdly, the learners were encouraged to speak English well. After the learners had learned English by playing the Jeopardy Game, their attitude toward learning English improved to a highly satisfactory level in terms of encouragement, attention, and fear reduction. It also showed that the learners obtained positive attitudes at high percentages, which are desirable factors of effective learning. Conclusion: The findings indicated that the Jeopardy Game had a positive effect on English learners. The game opened up the opportunity for the learners to speak English in meaningful conversations and situations, which made them speak English with less fear and learn unintentionally throughout the gameplay focusing on the eagerness and desire to win the game. However, continuity of learning English with fun games in the classroom should be undertaken in a variety of topics and skills.

TEL Pedagogies: Gamification – Grammar Guru

The Centre for English Communication (CEC) developed and launched Grammar Guru (GG), a browser-based game application, as part of Singapore Management University’s (SMU) TEL initiative in 2023. GG is used as part of CEC’s blended learning resources, which complements our core curriculum module for undergraduates, Writing & Reasoning (WR). GG is an upgraded iteration of Power Grammar 1.0, a basic grammar game developed by students several years ago. GG is an effective TEL tool for teaching grammar as it uses gamification to make learning engaging and caters to the needs of learners with different language proficiency levels. GG improves student engagement through gamification. Gamification is the application of game design, techniques and elements in non-game contexts and activities (Deterding et al., 2011, p. 1). Research shows gamification is highly effective in increasing student engagement, attention, motivation, creativity, digital literacy and performance level (Barua & Bharali, 2023; Fernandez-Antolin et al. 2021; Skritsovali, 2023). GG includes elements such as points, leaderboards, hints, and non-playable characters (NPC) to teach grammar in a professional, corporate context. By contextualizing grammatical and linguistic forms in sentences and paragraphs, GG helps students achieve greater competence and fluency in their English language abilities. The gamification elements make learning more interactive and enjoyable which improves students’ knowledge retention and application. A primary quantitative study conducted by CEC established that “the positive correlation observed suggests that the higher level a student played, the higher the student’s English language proficiency”. CEC is currently conducting a qualitative study to gather students’ feedback. GG also addresses the requirements of learners with diverse language proficiency levels by varying the difficulty of questions. These questions include sentence and text correction, matching, re-arrangement, true/false, fill-in-the-blanks and multiple-choice questions. Players work their way through eight levels that comprises Junior and Senior Intern, Junior and Senior Management Trainee, Junior and Senior Middle Management and Junior and Senior Director. Perez (2020) and Langendah (2016) highlight how certain game elements such as storytelling, challenges, progression, and feedback can boost student drive and learning. The gamification elements in GG have a similar effect, motivating learners of different proficiency levels. GG’s interface is designed to be simple and intuitive. Regardless of students’ socioeconomic background or gaming aptitude, they would be able to navigate it effectively. One challenge GG faces is striking a balance between entertainment and education. Limited game development funds result in limited game design features and less engaging gameplay for students, especially in comparison to commercial games with substantial budgets that offer high entertainment value through advanced graphics and intricate storylines. Furthermore, as CEC instructors are not game design experts, we have limited knowledge that restricts our capacity in designing and maintaining GG. Currently, CEC outsources game design and maintenance to a third parties. This results in instructors not being able to directly make changes to the game questions and content. Moreover, the process of retrieving relevant data for analysis is tedious and time consuming. Despite these constraints, thoughtful and strategic approaches can create valuable TEL resources that improve student learning.

Evaluating the Impact of Senior Five Learners’ English Vocabulary Knowledge on their English-Speaking Skills in Three Selected Schools in Gakenke District, Rwanda

Empirical studies have evidenced the correlation between vocabulary knowledge and English-speaking skills in various English as a foreign language (EFL) contexts but research is scarce in rural Rwandan schools. The present study evaluated the impact of senior five (S5) learners’ vocabulary knowledge on developing their English-speaking skills in three selected schools in the Gakenke District in Rwanda. The current study was guided by Harmer’s and Bygate’s vocabulary knowledge hypothesis and communicative competence theories for developing speaking proficiency. A quantitative descriptive research design was employed and cluster sampling was used to select 90 S5 learners from 116 who made the target population. A structured questionnaire was administered to assess the current status of vocabulary knowledge and English-speaking skills and the impact of vocabulary knowledge on English-speaking skills. Descriptive statistics was used for data analysis using MS Excel. Key findings revealed that 73.3% of learners regularly look up new vocabulary, and 100% reported having insufficient vocabulary. Additionally, 84.44% indicated that their speaking proficiency was low to moderate. Despite this low vocabulary knowledge, 95.56% of learners acknowledged that vocabulary enhances speaking skills. However, only 15.5% reported using new vocabulary frequently. Many learners (81.11%) felt that vocabulary development improved their self-expression, and 54.44% noted increased confidence in speaking English. Motivation was the highest-ranked factor influencing speaking skill development (M=4.40, SD=0.85), while assessment ranked lowest (M=2.96, SD=0.97). The study concluded that S5 learners in the selected schools have insufficient vocabulary knowledge to achieve the required level of speaking proficiency. The study recommended reinforcing vocabulary acquisition instructions and opportunities for learners to practice communicative English and assigns that future work should emphasize formal tests that examine English proficiency in correlational and experimental studies.

Needs Analysis for Designing English Course for Tourist Police in Mandalika Special Economic Zone

In the era of globalization and increasing international travel, effective communication in English has become a fundamental requirement for individuals working in various professional fields.The objectives of this research are to find out the authentic tasks and authentic texts that needed to be included in designing English for the tourist police in Mandalika Special Economic Zone (Mandalika SEZ), and to know how the design of the English course for tourist police in Mandalika Special Economic Zone (Mandalika SEZ) to improve language skills in their workplace. The subjects of the study are five tourist police officers who are fluent in English from 15 Tourist Police officers who work in the Mandalika Economic Zone. The techniques used to collect the data are observation, interview, questionnaire, and focus group discussion. The data analysis technique follows Miles and Huberman’s model (reduction, data display, conclusion drawing/verification, and syllabus design). The syllabus encompasses a total of seven key authentic tasks tailored to enhance the officers' communication and operational capabilities in various scenarios. These tasks include: Communicating During Emergencies, Giving Directions, Conducting Safety Checks, Conflict Resolution, Writing Reports, and Providing Assistance. In conclusion, the English syllabus for tourist police officers in Mandalika SEZ is carefully crafted to meet their needs through practical tasks, relevant materials, and effective assessment methods. This design enhances both language skills and real-life problem-solving abilities, serving as a valuable model for future training and improving the overall service quality and efficiency of the officers.

Students’ Social Language as the Bridge to Build Up a Dialogue by Using English in the Classroom

Social Language is the language which is usually used by the students in their daily activities. They could gather any ideas to speak up without having barriers. This study investigated on the use of social language as the bridge to build up a dialogue by using English in the classroom in order to have natural communications. Researchers formulated the research questions; how did the students switch the language from their Social Languages to English? This research used a descriptive qualitative by purposive sampling to get the data analyzed by using checklist instrument to classify them based on the theoretical framework. The result showed that the students switched their social language to English by implementing the basic patterns of sentence structures. This way changed the students’ performance in delivering a dialogue by using English naturally. So, it could be concluded that students’ social language could become a bridge to use English for communication. It’s hopefully beneficial for English Lecturers in teaching English in the classroom referring to English for Specific Purpose.

English for Medical Purposes: The Case of Korean Cosmetic Surgeons

EMP (English for medical purposes) has received more interest in South Korea to enhance the English competence of professionals working in medical contexts. Consequently, this study is based on two objectives: 1) to clarify cosmetic surgeons’ English needs and 2) to delve into cosmetic surgeons’ views regarding EMP courses they attended, focusing on the extent to which those courses met their English language needs. Data were gathered from 21 cosmetic surgeons through semi-structured interviews. The participants work at four hospitals in Seoul, which receive cosmetic surgery clients worldwide. The results conclude that most participants have to sharpen their communicative skills and strategies to establish effective doctor-client relationships and give outstanding health care. Nevertheless, the participants encountered English communication breakdowns because of the need for more productive vocabulary, unusual accents, and pronunciation issues. The cosmetic surgeons stated that the EMP courses they attended were not as helpful as expected, as the content did not match their English language needs at work. Therefore, the results imply that EMP courses’ teachers and designers have to create programs to meet the cosmetic surgeons’ English language needs.

ENHANCING ELS STUDENTS’ LANGUAGE PROFICIENCY THROUGH SPACED REPETITION

In language learning, the method of spaced repetition has gained significant importance. It is undoubtedly a learning technique that can greatly enhance students' vocabulary and grammar acquisition. Spaced repetition allows to improve students' long-term retention of the language content they study enhancing language learning through active engagement, repetition, and visual aids. The effectiveness of spaced repetition as a method of improving English language acquisition was investigated by the authors of the paper. The participants of the research were students at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute." The experiment involved 76 students, who were divided into two groups: an experimental group and a control group. The experimental group applied spaced repetition to their vocabulary and grammar learning, while the control group continued their studies according to the traditional syllabus without the use of spaced repetition. To assess the impact of spaced repetition, both groups took the same test before and after the experiment. The pre-test served to establish a baseline measurement of each student's vocabulary and grammar proficiency, allowing for a direct comparison of progress made during the study. The post-test, conducted at the end of the experiment, aimed to evaluate the effectiveness of the spaced repetition method by measuring any improvements in language skills. Data was collected through a combination of online surveys and a Likert scale questionnaire. The results demonstrated that the majority of students in the experimental group, who consistently used spaced repetition, reported significant improvements in their language skills, as evidenced by higher scores on the post-experiment test. In contrast, the control group showed less pronounced progress, highlighting the added value of spaced repetition in language learning. The findings underline the versatility and effectiveness of spaced repetition, especially when integrated into the daily learning process. This method not only proved its effectiveness for memorization but also enhanced the practical application of language skills, leading to more confident and accurate communication in English. Additionally, students in the experimental group reported positive impacts on their motivation and time management, further supporting the potential of spaced repetition as a powerful tool for language education across various linguistic fields.

Comprehensive Approach to Training English Communicative Competence in Chemistry

Abstract The development of foreign language professional communicative competence (FLPCC) is crucial for professionals, considering communicative skills as an integral part of their competence. In Kazakhstan, acquiring a foreign language is a prerequisite for advancing chemistry education, enabling students to access global scientific advancements and exchange knowledge. Content and language-integrated learning (CLIL) stands out as an effective approach for cultivating FLPCC in future chemistry teachers. This study addresses the scarcity of theoretical and practical tools in content-language integrated learning in pedagogical universities. It aims to enhance the training quality for pedagogy bachelor’s degree students studying chemistry in a foreign language. By identifying active teaching forms, methodologies, and approaches in integrated learning, students’ foreign language competence can be successfully developed within the professional domain. A meticulously designed training model and exercises were developed to achieve these goals. The proposed modeling approach was evaluated using the Quasi research method, involving questionnaire data analysis. The results confirm that implementing this approach significantly improves future chemistry professionals’ training quality, enabling confident communication in English within their professional domains and demonstrating well-developed speaking skills. The practical value of this research extends to university educators implementing CLIL practices and researchers studying students’ FLPCC formation.

Ethiopian EFL Students’ Willingness to Communicate (WTC) and the Factors Associated With It in Oral Communicative English Classes

Communication, particularly verbal communication, is central to the development of a desired competence in a second or foreign language. Approaches such as communicative language teaching (CLT) in second language acquisition emphasize practical use of the target language for effective learning/acquisition. However, despite the necessity of using a target language to learn it, it has been a common phenomenon to observe most learners exhibiting passiveness, reticence, and unwillingness to participate in oral communicative opportunities in English as a foreign language (EFL) classes. This study therefore explored EFL students’ willingness to communicate (WTC) in oral communicative English classes together with the factors underlying with it in the Ethiopian higher education context. To this end, primary quantitative data were collected from a randomly selected sample of 450 EFL students taking oral communicative English courses followed by qualitative data from a sample of fifteen students selected again randomly to triangulate the results from the quantitative data. The results revealed that the target students had in general a low level of WTC in oral communicative English classes, and their WTC was affected by both psychological and contextual factors such as self-confidence, motivation, personality, language learning orientation and classroom environments. The findings indicate that EFL students’ WTC is a crucial component to increase students’ participation in oral communicative English classes by raising their self-confidence, motivation and awareness of language learning orientations, coupled with facilitating the language learning environment. It is therefore suggested that WTC needs to be given special consideration while designing and preparing ELT materials, and during instructions as well.

Investigating the effectiveness of practicing English conversation with ChatGPT in improving non-English majored students’ English speaking skills at Nguyen Tat Thanh University

This study aimed to investigate the effectiveness of practicing English conversations with ChatGPT to enhance speaking skills of English as a Foreign Language (EFL) learners at Nguyen Tat Thanh University, specifically focusing on four key criteria: conversational fluency, pronunciation, vocabulary use, and grammatical accuracy. In this study, 60 students were divided into six groups for a quasi-experimental design with a combination between non-equivalent groups design and pretest-posttest design. Four groups were trained with ChatGPT for eight weeks, while two control groups were not. Speaking abilities were measured through pretest, mid-test, and posttest assessments. The findings revealed significant improvements in conversational fluency, vocabulary, and grammar for the ChatGPT-trained groups, while pronunciation showed minimal progress. These results suggest that integrating ChatGPT into English teaching curricula could help non-English majored students at Nguyen Tat Thanh University enhance their English communication skills.

Grammatical Error Correction Detection of English Conversational Pronunciation Under a Deep Learning Algorithm

Grammar correction in spoken English can enhance proficiency. This paper briefly introduces the gate recurrent unit (GRU) algorithm and its appli- cation in English speech recognition and grammatical error correction of speech recognition results. The GRU algorithm was firstly used to recognize English speech, then transform it into a text, and finally correct the English grammar of the text. Additionally, the attention mechanism was incorporated to enhance the performance of grammatical error correction. Subsequently, simulation experiments were conducted. Firstly, speech recognition and grammatical error correction were independently verified. The performance of the proposed algorithm in correcting grammatical errors in spoken English was evaluated using a self-built speech database. The results demonstrated that the proposed GRU-based algorithm yielded the best performance in independent speech recognition, independent grammatical error correction, and the overall spoken grammatical error correction. The contribution of this study lies in using the GRU algorithm to convert speech into text and perform grammar correction on the text, providing an effective reference for grammar correction in English communication.

What Are the Effective Tests for Measuring English Proficiency in a Japanese Project-Based English Program? A Comparison of the Test of English for International Communication, Global Test of English Communication, and CNN Global English Test Service

What Are the Effective Tests for Measuring English Proficiency in a Japanese Project-Based English Program? A Comparison of the Test of English for International Communication, Global Test of English Communication, and CNN Global English Test Service

40 Trust, belonging and understanding - The experiences of families who use languages other than English (LOE) that are hospitalized on general paediatric inpatient units

Abstract Background Despite recognition that social determinants are critical to health outcomes, many groups, including those with lower incomes, racial/ethnic minorities, and other historically marginalized populations, continue to experience significant social and structural barriers to care. There is need for research that incorporates patient and stakeholder engagement in developing, testing, and disseminating interventions to improve outcomes for patient populations that have been marginalized in the health system. Patients who use a language(s) other than English (LOE) for healthcare communication are at increased risk for experiencing adverse events and worse health outcomes in healthcare settings, including in paediatric hospitals. Canadian census data indicates 12.7% of Canadians predominantly speak a language other than French or English. This work aims to generate knowledge to improve health outcomes for children and families who speak LOE. Objectives (1) To understand the lived experience of families who speak LOE around the hospitalization of their child and (2) To understand the perspectives of patients and families who speak LOE on how the healthcare system can improve care during hospitalization. Design/Methods The premise of this study is participatory research. We designed a qualitative study involving children hospitalized in the General Paediatric Inpatient Unit at the Hospital for Sick Children. The study includes family caregivers of children age 0 to 18 years who identify as speaking LOE. Children and families could speak any language that we were able to obtain interpreter support for. We excluded patients that spoke a traditional Indigenous language as we noted this work required a separate study in partnership with the Indigenous community. We conducted semi-structured virtual individual interviews with children and families post-discharge with a medical interpreter. An interview guide was developed and transcripts were analyzed using thematic analysis. We took several steps to ensure an effective study design given our goals of participatory research including ensuring patient and family engagement throughout the design process. Results 19 families participated in the interviews and 16 different languages were represented amongst our participant groups. Our study is unique in especially unique in it's ability to recruit and interview individuals with so many different primary languages. Our study provides rich insight into opportunities within the paediatric inpatient setting for quality improvement to address the health disparities experienced by patients and families who use LOE for healthcare communication. Our analysis of the interviews identify several themes that provide insight into the lived experience of patients and families who use LOE for healthcare communication. 1) Inconsistent interpreter use affects communication “in the moment” and the ability to develop an “overall understanding” of the current clinical situation and broader healthcare context. Our participants note a "snowball effect" when interpreters are not consistently utilized. 2) In addition to language, multiple additional social factors contribute to an increased sense of vulnerability and modulates how families “trust” the healthcare system. 3) Despite families expressing positive experiences, they noted that they did not, nor expect to feel like they “belonged” within the healthcare system. It is critical to recognize the complex interplay between many factors surrounding our participants’ identities. Though they use a LOE for healthcare, the intersectional marginalization they experience was thoroughly represented during our conversations Conclusion Our research aimed to take a participatory approach to consider the lived experience of patients and families who use LOE for healthcare communication. This work builds on the current literature on patient and family centered care, experiences of families who speak LOE and participatory community-based research in the paediatric hospital settings. Our study's findings support the development of a research and intervention agenda in Canada to improve health outcomes for patients and families with LOE.

Developing students’ soft skills through the elective course “English for cross-cultural communication”

Importance. The planned transition to new Federal State Educational Standards of the 4th generation has necessitated a revision of the range of competencies developed by students while mastering the educational program in general and in the process of studying different courses. Particular attention has to be paid to the formation of universal competencies, or soft skills, which are necessary for a modern specialist to solve professional problems. To ensure the implementation of this process, Russian universities are introducing additional elective and optional disciplines, as a result of studying which students are expected to acquire a certain set of universal competencies. The purpose of this study is to identify what soft skills can be developed through the elective course “English for cross-cultural communication”.Materials and Methods. The research is carried out using theoretical methods – literature review on the research topic, analysis, comparison and generalization of the results obtained, and experimental methods – a survey of 2nd year undergraduate students. The objectives of the survey include identifying the degree of students’ understanding of the essence of soft skills, identifying priority competencies and receiving feedback on the course content.Results and Discussion. The existing approaches to defining soft skills and their classification are studied. An analysis of the literature on the research problem reveals the lack of a unified terminology, multiple interpretations of the term “soft skills” and classifications of soft skills. An attempt has been made to describe the content of the course “English for cross-cultural communication” in terms of developing soft skills necessary for a modern professional. The types of tasks integrated into the content of the course and their correlation with soft skills formed through one or another type of in-class or out-of-class activities are considered.Conclusion. It is found that the elective course “English for cross-cultural communication” has great potential in terms of increasing the general cultural level of students and developing a wide range of soft skills: communication, cooperation, critical thinking, creativity, empathy, leadership and the ability to work in a team.

Code-switching in South Asian English CMC

Abstract This paper analyses the use of indigenous language elements including code-switching in two contrasting genres, i.e. group chats and Twitter memes along with tweets, in the English communication of South Asian (Bangladeshi, Indian, Pakistani, and Sri Lankan) internet users. The results from group chats show that one of the most common lexical indigenous elements are tags, for example, address forms like yaar, machan, and da which all can be translated to English as ‘dude’ or ‘buddy’. The analysis of Twitter memes along with tweets shows that despite the tweet text being in English, the South Asian users tend to employ memes with indigenous text more often as compared to English memes for political satire. Overall, the study finds that code-switching and indigenous resources are used to create a sense of localness in English communication, whether it is group chats or Twitter memes and tweets.

<span><strong>Vietnamese English-major students’ views and practices on English pronunciation</strong></span>

English pronunciation competence is important in learning English as a foreign language. The present study aimed to provide insights into English-major students’ views and practices for this competence. To its end, the study investigated (1) relevant values of English pronunciation competence perceived by English-major students, (2) specific pronunciation errors they attend to for improvement, and (3) practices they undertake to improve this competence. For data collection, an interview survey was conducted among 16 students majoring in English from a university in Vietnam. The results reveal that all students endorsed the valued English pronunciation competence for their confidence in English communication and learning success as an English major in college. They also cited their common pronunciation errors (which stemmed from phonological discrepancies between English and Vietnamese and other relevant causes) and self-initiated practices for improvement; however, only a few students had developed effective self-improvement strategies. Accordingly, pedagogical implications are addressed and further studies are recommended to advance our understanding in this regard.

Profiling Geoguides at Stong Geopark: Enhancing Local Expertise for Sustainable Ecotourism

Stong Geopark is a prominent natural attraction site in Kelantan, characterized by its rich biodiversity and variety of species, catering to diverse visitor interests such as wildlife enthusiasts and tourists. Geoguides play a vital role in helping visitors comprehend the significance of the geopark's geological features, the interconnectedness of the ecosystem, and the knowledge of indigenous communities. However, the tourism industry faces challenges in meeting the requirements for various forms of tourism services, including geoguiding. This study aims to profile the geoguides at Stong Geopark and better understand their areas of expertise. The research employs a quantitative approach, surveying 39 geoguides, to provide a comprehensive profile. The findings reveal three distinct clusters of geoguides' areas of expertise: Cluster 1 - Nature and Adventure, Cluster 2 - Nature, and Cluster 3 - Adventure. The study also highlights the need for the majority of geoguides to receive additional training in English communication skills and continuous professional development courses. Overall, this study offers valuable insights into the profiles of geoguides at Stong Geopark, emphasizing the importance of supporting and developing local geoguides' expertise to enhance the effectiveness of geopark management and visitor satisfaction. Furthermore, the study provides a spatial understanding of Stong Geopark by highlighting the locations of active geoguides in relation to the distribution of geosites. The findings can inform policymakers, tourism authorities, and geopark management in developing targeted strategies for capacity building and professionalization of geoguides, ultimately contributing to the sustainable development of Stong Geopark as a thriving ecotourism destination.

English as a Lingua Franca: intercultural interaction in the context of Asian ‘third space’

ABSTRACT Many studies on English as a Lingua Franca (ELF) primarily focus on English for communication among speakers without English as their first language and recently emphasized intercultural communication within interactions. Nevertheless, the predominant emphasis remains primarily linguistic, concentrating on, for example, grammar or lexis. We complement this research, presenting vignettes arguing for shifting how ELF is understood, approached, and taught; advocating its recognition primarily as intercultural interaction, yet retaining linguistic aspects. Vignettes from ELF interactions in a Thai University English Conversation Club illustrate diverse and complex language practices. We show, through ELF interactions in this ‘Third Space’, how speakers of different Asian languages prioritize intercultural communication whilst retaining focus on English language accuracy. We discuss the advantages, possibilities, and implications of reorienting our perception of ELF interactions in this manner for students, instructors and researchers of Asian Englishes and Englishes worldwide.

An Analytical Study of Acquiring English Communication Skills for Employability being Affected by Societal Factors and Own Personality Traits of Learners of Technical Graduates in India

English Communication Skills have proved to be an integral skill in employment skills. Students graduating in a wide range of disciplines face a number of difficulties in learning the English language especially when they focus on their areas of specializations. It has become a major issue. With reference to the page no 29 of India Skills Report 2023, the employment ratio of Bachelor of Engineering/Bachelor of Technology and Master of Business Administration was 57.44% and 60.1% respectively and the same was 55.15% and 55.09% in the respective fields in 2022 when Communication Skills were kept at the top (page no 9, India Skills Report 2022) in the list of key skills of Digital Age. English proved to be a game changer in terms of enhancing employability scope (Page 20, 21, 45, 47, 53, 54, 55; India Skills Report 2022) and a number of cities and states performed better with more focus on developing English Communication skills of university students. This study is primarily based on looking into social and affective factors affecting English language acquisition skills. It is absolutely relevant to the course developer, policy makers as well as academicians to understand what factors affect the language acquisition capacities of learners and necessary modifications can be initiated accordingly. This is an analytical study and it ascertains the significance of language affective factors from a rapid evidence assessment report submitted by EEF at University of oxford, Department of Education in July 2020 and a similar research project was conducted by Takayo Nitta at the University of Western Cape in South Africa on non-natives learning English and facing similar challenges in social, affective and cognitive areas. This is a qualitative study and secondary data is collected from the research project conducted at the University of Western Cape since learners were from a non-native country only where existing language learning culture is found to be utmost similar and problems are also identical.

A Global approach for English Conversation Schools in Japan: Suggestions for Incorporating Global Englishes and Intercultural Learning into Listening Materials

While efforts to be more global have been implemented in various English teaching contexts in Japan, the eikaiwa industry seems the least likely place for change to take place. This is because native-speakerism remains a major selling point for many English conversation schools in Japan, causing concern that learners are not being adequately prepared to use English for global communication. Therefore, this paper looks at key concepts from Global Englishes and draws on particular aspects of intercultural learning, before making two suggestions about how these concepts can be incorporated. One suggestion, which is top-down from management, is updating the in-house textbooks. The other suggestion, which is bottom-up from teachers, is creating their own materials that use authentic listening from the internet. While it is acknowledged that change may be unlikely to come from management anytime soon, it is felt that teachers should lead the way by making their own materials and sharing them amongst the eikaiwa community.