Years Of English Research Articles

The Students Ignorance In Practicing English Speaking

Mastery of English has become an increasingly important requirement in this era of globalization. As an international language, English plays a crucial role in various aspects of life, ranging from education, career, to cross-cultural communication. In Indonesia, although English has been taught since elementary school level, there are still many students who experience difficulties in English speaking practice. This phenomenon raises concerns among educators and education stakeholders. Many university students have studied English for years but are still reluctant or unconfident to use it in everyday conversation. This reluctance is often referred to as "ignorance" or indifference to the importance of English speaking practice. Various factors can contribute to this problem, including ineffective teaching methods, lack of exposure to the use of English in real contexts, and psychological factors such as language anxiety and fear of making mistakes. Given the importance of English speaking skills in today's globalized world, it is important to delve deeper into the phenomenon of students' indifference in practicing spoken English.

Factors Affecting English Speaking Skills and Attitudes of Students Majoring in Teaching English at the Faculty of Education, Souphanouvong University

The four basic skills of learning a language (listening, speaking, reading and writing) are essential in real-life communication; however, speaking has been a challenge to numerous EFL learners in non-native speaking nations, such as Thailand, Indonesia and Saudi Arabia. The present study aims at investigating the factors affecting English speaking skills and attitudes for students majoring in teaching English at the Faculty of Education, Souphanouvong University, Lao PDR. It looks at the factors that affect students’ English-speaking skills and attitudes, and discusses some possible strategies that might help to improve students’ speaking skills. The instrument was a questionnaire using a 5-point Likert scale, which covered student, teacher, curriculum, school environment and social factors. It was distributed to 53 students of English in years 2, 3 and 4, who were selected as the population sample. There were 24 male and 29 female participants. SPSS was employed to analyze the data and indicate the results in descriptive tables. The results revealed that the key factors that affected the students’ speaking skills were classroom temperature and noise, with means of 3.96 and 3.78, respectively. Other factors among the 10 top-ranked included the student factors of not knowing the right vocabulary words (mean of 3.69), not knowing what to say (3.5), and not being self-confident (3.49); the curriculum factor of too many subjects being taught in the Lao language (3.67); and the social factors of not learning English as a child (3.67) and of not knowing enough about the background culture (3.63).

Fossilization Analysis on Segmental and Suprasegmental Features of EFL Learners (Javanese-English): A Comparative Study

EFL learners ( Javanese-English) have the same background in that their mother tongue is Javanese. Although students of the English Education Study Program (hereafter PBI) have experienced English learning for years, their pronunciation remains suboptimal. The aims of the study were to compare the fossilization of the students majoring English Education Study Program and Javanese Education Study Program (hereafter PBSD) in Universitas PGRI Semarang, focusing on segmental and suprasegmental features and to describe their perception of fossilization. Descriptive qualitative methods were employed with percentages to show the comparison clearly. The data from 57 respondents were collected using a test of pronouncing academic vocabulary and a questionnaire. The vowels, diphthongs, and consonants were categorized as Segmental Features data, while the pitch and intensity of typical suprasegmental features were detected through a voice spectrogram software named PRAAT. The results showed that PBSD students have higher fossilization than PBI with the percentage of vowels (73.88% > 46.86%), diphthongs (73.71% > 42.55%), and consonants (87.86% > 39.87%). Meanwhile, EFL learners have typical segmental features in pitch and intensity, which are different from native speakers. The pitch of native speakers was 201.5 Hz, while PBI’s was 208.5 Hz and PBSD’s was 220.3 Hz. The results showed that the native speaker’s intensity obtained 74,35714286, while PBI’s was 66,35714286, and PBSD’s was 66,71428571. The results also showed that PBSD students had more difficulty with pronunciation. Therefore, it can be concluded that PBSD has a higher level of fossilization compared to PBI on segmental and suprasegmental features, even though they got the same mother tongue background since PBI students have been learning English for years and they have already familiar with the words. The findings of the current study will be proceeded by the researchers to design a concept of Javanese fossilization.
 Keywords: fossilization; segmental; suprasegmental; EFL; Javanese-English

Clinical Outcomes and Costs of Recurrent Ischemic Stroke: A Systematic Review

ObjectiveRecurrent stroke patients suffer significant morbidity and mortality, representing almost 30% of the stroke population. Our objective was to determine the clinical outcomes and costs of recurrent ischemic stroke (recurrent-IS). MethodsOur study protocol was registered with the International Prospective Register of Systematic Reviews (CRD42020192709). Following PRISMA guidelines, our medical librarian conducted a search in EMBASE, PubMed, Web-of-Science, Scopus, and CINAHL (last performed on August 25, 2020). Inclusion criteria: (1) Studies reporting clinical outcomes and/or costs of recurrent-IS; (2) Original research published in English in year 2010 or later; (3) Study participants aged ≥18 years. Exclusion criteria: (1) Case reports/studies, abstracts/posters, Editorial letters/reviews; (2) Studies analyzing interventions other than intravenous thrombolysis and thrombectomy. Four independent reviewers selected studies with review of titles/abstracts and full-text, and performed data extraction. Discrepancies were resolved by a senior independent arbitrator. Risk-of-bias was assessed using the Mixed Methods Appraisal Tool. ResultsInitial search yielded 20,428 studies. Based on inclusion/exclusion criteria, 9 studies were selected, consisting of 24,499 recurrent-IS patients. In 5 studies, recurrent-IS ranged from 4.4-56.8% of the ischemic stroke cohorts at 3 or 12 months, or undefined follow-up. Mean age was 60-80 years and female proportions were 38.5-61.1%. Clinical outcomes included mortality 11.6-25.9% for in-hospital, 30-days, or 4-years (3 studies). In one study from the U.S., mean in-hospital costs were $17,121(SD-$53,693) and 1-year disability costs were $34,639(SD-$76,586) per patient. ConclusionsOur study highlights the paucity of data on clinical outcomes and costs of recurrent-IS and identifies gaps in existing literature to direct future research.

DIGITAL TOOLS AND STUDENTS’ SPEAKING SKILL

<p>Teaching speaking to EFL learners is tremendously<br />challenging. Having learned English for years at school and<br />acquired sufficient vocabulary and grammatical features,<br />students remain struggling to speak English effortlessly. For<br />that matter, employing digital tools in teaching speaking can<br />be regarded as a prospective solution since some of which are<br />particularly designed for English language learning. These<br />tools equip teachers with unlimited and up-to-date resources<br />as well as facilitate students to be a lot more involved in the<br />learning activities and are expected to better perform their<br />speaking ability. Accordingly, researcher utilized some digital<br />tools to teach students speaking skill to figure out the impact<br />on their learning growth. This research employed quantitative<br />approach to portray in detail the statistic descriptive of<br />students’ scores which reflects students’ speaking proficiency<br />progress and their perspective and attitude regarding the<br />electronic devices use. From this data, further, it could be<br />considered the benefits, disadvantages and follow up steps to<br />escalate the potential application of such tools in teaching<br />speaking.</p>

Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills

ABSTRACT
 Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary. 
 Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method

Peningkatan Kemampuan Berbahasa Inggris Bagi Siswa SMP

One of the main objectives of studying English is to increase ability in English conversation. However, English conversation skills are still considered as one of the skills that are difficult for students to do. Many students face some difficulties when they want to communicate in English, even though they have studied English for years. Some of the difficulties students often face and complain about are the first, they are not able to communicate in English, because they do not master English vocabulary. Secondly, they are afraid and lacking confidence in the ability to speak English vocabulary, and thirdly, there is no attractive media and learning methods to involve students communicating in English. Therefore, effective and efficient solutions are needed to increase students' interest in understanding English subjects by providing interesting teaching media and effective learning methods. One of the interesting teaching media is the use of ICT (Information and Communication Technology) into it, one of which is video animation. Effective and efficient media and methods can help students engage in learning English and at the same time be motivated to communicate in English. The target of the implementation of this community service activity is Class 7 students of Bazma Brilliant Middle School. This activity provides knowledge about the media and methods of learning English conversation in the form of tips and strategies to increase students' interest in learning and communicating in English.

Lexical Features of Teacher Talk in English Classrooms in Senior High Schools

AbstractEnglish as a Foreign Language (EFL) in Indonesia has been taught since elementary schools. As the only setting for EFL learners to learn English formally, the students of Senior High Schools are in the 7th to 9th year in acquiring English as a foreign language. As non-native English teachers who has been teaching English for years, English teachers in Indonesia are supposed to be the source of language input for learners. This article explores lexical features of teacher talk as an input in EFL classrooms in 8th year of senior high schools of English language classrooms. Type token ratio and parts of speech as some particular modified input of teacher talk are used to see lexical density in English classrooms. This study was conducted by descriptive method with qualitative approach. The data of the present study were taken from classroom observations equipped with audio recordings. The result revealed the variants of type token ratio among the teachers and lexical variety that teachers’ oral input. The variety of lexical features of teacher talk from will be discussed to examine type token ration, lexical density and proportion of the use of nouns and verbs.(176 words)

English-medium instruction in Hong Kong: illuminating a grey area in school policies and classroom practices

ABSTRACTResearch into the medium of instruction (MOI) in Hong Kong has traditionally focused on years 7–9; thus, little is known about school policies and classroom practices in the crucial senior-secondary years which fall beyond the ambit of government diktats. This lacuna is particularly conspicuous in the case of Chinese-medium schools, whose students are permitted to take public examinations in English in year 12. This article seeks to illuminate this “grey area” by examining findings from a large-scale, mixed-methods study which sought to determine the nature of MOI policies and practices in Chinese as a medium of instruction (CMI) and English as a medium of instruction (EMI) schools in years 10–12 and the effects of students’ differing school experiences on their English ability and ease of adjustment to English-medium higher education. The findings indicate that students preparing for English-based examinations in CMI schools are taught mainly in Cantonese or in a mixture of English and Cantonese, whereas their counterparts in EMI schools are instructed mainly in English. Students from CMI schools reported lower levels of confidence in their English ability, received inferior examination grades and adjusted less well to university study than graduates of EMI schools, thereby highlighting the disadvantages experienced by students assigned to CMI schools on the basis of their primary-school attainments.

Prospective Freshman English Teachers’ Knowledge of the English Sound System

Foreign language teachers use the spoken form of the target language when they teach. One of their professional responsibilities while teaching is to form a good model of pronunciation for their students. In Turkey, English is the primary foreign language taught in all educational institutions. Prospective English teachers in the English Teacher Education departments in Faculties of Education are the products of that system, and they come to their universities having been taught English for years. This study aimed to investigate the knowledge of the English sound system prospective teachers had acquired before they started their university studies. Statistical analyses showed that the students had serious problems with regard to the sound system of English and that a two-semester first year course would, by itself, not be able to compensate for the significant lack of knowledge the students had. Suggestions as to how to tackle with the problem are presented.

A Study of Optimizing Non-English Majors’ English Writing Teaching Approach Through Micro-Writing

As an important output activity, English writing is a full show of EFL (English as a Foreign Language) learners’ English proficiency, for it is associated with vocabulary, grammar, sentences, culture and English thinking pattern. However, as for non-English majors, English writing is the part that they easily fail to gain marks, though they have been learning English for years. Four traditional writing teaching approaches which are product approach, process approach, genre approach and task-based approach don’t help students too much and students still hold negative attitudes towards their writing and have no passion for writing. Such writing problems as oversimplified vocabulary and sentences, unrelated contents, incoherent and illogical discourse and negative transfer of the mother tongue are easy to be found in students’ compositions. The more their writing problems are found, the more painful they feel when they write. As for teachers, although they spend a large amount of time teaching words and sentences and employing kinds of approaches in their teaching, the results are still rather disappointing. Therefore, this study analyzes four traditional English writing teaching approaches and proposes that micro-writing can be used to facilitate and optimize English writing learning and teaching. Different from traditional writing teaching approaches, micro-writing asks for concise and comprehensive writing. In addition, micro-writing is applicable for non- English majors’ psychological features and advocates the integration of reading and writing. Therefore, micro-writing can inspire Chinese English majors’ desire for English writing, thereby improving their writing proficiency.

Current and potential therapeutic strategies for mucopolysaccharidoses

Mucopolysaccharidoses (MPSs) are a group of rare inherited metabolic diseases caused by genetic defects in the production of lysosomal enzymes. MPSs are clinically heterogeneous and are characterized by progressive deterioration in visceral, skeletal and neurological functions. This article aims to review the classification and pathophysiology of MPSs and discuss current therapies and new targeted agents under development. A Medline search through PubMed was performed for relevant articles and treatment guidelines on MPSs published in English for years 1970 to September of 2013 inclusive. The references listed in the identified articles, prescribing information of the drugs approved for the treatment of MPSs, as well as recent clinical trial information posted on Clinicaltrials.gov website, were reviewed. Until recently, supportive care was the only option available for the management of MPSs. In the early 2000s, enzyme replacement therapy (ERT) was approved by the United States Food and Drug Administration (FDA) for the treatment of MPS I, II and VI. Clinical trials of ERT showed substantial improvements in patients' somatic symptoms; however, no benefit was found in the neurological symptoms because the enzymes do not readily cross the blood-brain barrier (BBB). Haematopoietic stem cell transplantation (HSCT), another potentially curative treatment, is not routinely advocated in clinical practice due to its high risk profile and lack of evidence for efficacy, except in preserving cognition and prolonging survival in young patients with severe MPS I. In recent years, substrate reduction therapy (SRT) and gene therapy have been rapidly gaining greater recognition as potential therapeutic avenues. Enzyme replacement therapy (ERT) is effective for the treatment of many somatic symptoms, particularly walking ability and respiratory function, and remains the mainstay of MPS treatment. The usefulness of HSCT has not been established adequately for most MPSs. Although still under investigation, SRT and gene therapy are promising MPS treatments that may prevent the neurodegeneration not affected by ERT.

Socialization Through Teacher Talk In An English Bilingual Class

This paper analyses the language practices of a teacher in an English bilingual class. The children were learning English in Year One of elementary school. The teacher consistently spoke English with the children. The description of the teacher's talk shows how she used English for classroom management, for instructions, for teaching subject content and for personal exchanges. The analysis reveals the significance of ongoing classroom activities for language learning. English was spoken in contexts familiar to students and consistent with and coherent with school practices. Students heard and observed English as part of normal classroom activities. English was embedded in the social practices of classroom encounters. The paper proposes that children's experiences of classroom talk socialize them into the discourses of classroom activities and of school subjects. The children learnt English through observation and participation. This was a process of apprenticeship into using English for making meaning in social practices. From this perspective, the children were learning to mean in English through their participation in the social practices of the class.

Mother-tongue teaching in Australia : the case of New South Wales

Using the state of New South Wales (NSW) in Australiaas a case study, this article explores the development ofmother-tongue English as a subject in the junior-to-middlesecondary years of schooling (years 7–10). The current syllabusfor English in years 7–10, and its predecessor, were highlyinfluenced by the work of James Moffett and John Dixon ininstituting the `growth model' of English in NSW – a modelcharacterised partly by the substitution of exercises in grammarand related areas by the principle of language learning throughuse. This model of English has come under attack in Australiagenerally from two main sources: schools of critical literacy andadvocates of a genre-based approach to writing. Each of theserejects what they see as an emphasis on the individual in the`growth' model and a lack of a sense of social construction. Fromthe late 1980s, genre-based approaches to writing increasinglyidentified themselves with `literacy', until then a unproblematic`given' in `English' syllabuses. `Literacy' in officialdocumentation now refers to language practices across thecurriculum and, in terms of writing, to formulaic practices whichrefuse to see subject-based language as problematic.

Mixed Ability English

This article attempts to lay out the principles which direct some of our present practice in teaching mixed ability classes in English in years 1–4.* Some of it refers to things we are developing rather than comprehensively ‘doing’”; much of it will be seen to be unoriginal and/or vague, but it does have the merit of being roughly quarried from our own experience.

South Africa: two-language medicine.

Abroad1 August 1974South Africa: Two-Language MedicineSTANLEY S. GILDERSTANLEY S. GILDERSearch for more papers by this authorAuthor, Article, and Disclosure Informationhttps://doi.org/10.7326/0003-4819-81-2-264 SectionsAboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareFacebookTwitterLinkedInRedditEmail ExcerptMedical education in the Republic of South Africa has in the last thirty years taken on a quality unique in the world. It has quite rapidly become bilingual to the extent that over 40% of present undergraduates are learning medicine in Afrikaans and not in English, the other official language of the Republic. If one extrapolates from the present curve, in the near future over half of all those graduating will have been taught almost exclusively in Afrikaans.The bilingual teaching of medicine within a country is not new. Canada has used both French and English for years; Belgium, both... This content is PDF only. To continue reading please click on the PDF icon. Author, Article, and Disclosure InformationAffiliations: 110 Nuffield St., Rietondale, Pretoria Republic of South Africa PreviousarticleNextarticle Advertisement FiguresReferencesRelatedDetails Metrics 1 August 1974Volume 81, Issue 2Page: 264-264KeywordsForecastingMedical educationUndergraduates Issue Published: 1 August 1974 PDF DownloadLoading ...