Knowledge Of English Research Articles

Pesquisa sobre construção de informação do gráfico do conhecimento baseado na recuperação de literatura na aprendizagem de inglês

Abstract This study aimed to explore the construction of an English language knowledge graph based on literature retrieval to support intelligent education. A questionnaire was administered to collect data on students’ experiences with traditional and technology-enhanced learning approaches. Literature was also retrieved and analyzed to populate the knowledge graph domains. The results showed that implementing a knowledge graph significantly improved learning personalization and fostered greater student engagement compared to conventional teaching methods. Real-time analytics and continuous feedback further optimized the learning process. Post-implementation assessments found notable gains in students’ academic performance and inclination toward English learning. The personalized, adaptive learning environment facilitated by the knowledge graph more effectively sustained interest and promoted achievement. In conclusion, knowledge graphs constructed through literature analysis hold promising potential for advancing English education when incorporated into intelligent tutoring systems. By mapping interconnections within the subject domain visually and computationally, they can power highly customized instruction tailored to individual needs.

Загальні питання англомовної підготовки магістрів правознавчого напрямку

The article determines the problems of English-language training of future Masters of Law and Masters of Law Enforcement. The following problems occur in the course of training: insufficient special knowledge of English, poor Grammar knowledge of a professional business language, shortage of practical use of language skills, and difficulties in an educational book choosing. There are differentiated, communicative, person-oriented, problematic, and thematic approaches which help students to study the subject "Foreign Language of the Specialty". The purpose of the article is to set up the main problems of professional training of Masters of Law and Masters of Law Enforcement. It is necessary to arrange approaches of study, to mark out the ways of activation, and to demonstrate the practical results of solving problems in the process of professional English-language training of future Masters. The active methods are thorough study of special vocabulary and grammar of Law, analyze and collective commentary of samples of jurisdictional documentation, and writing professional language peculiarities in topical dictionaries. Most of the traditional and interactive tasks are directed to the Masters’ self-reliant work. Particular attention is paid to independent listening and viewing of authentic Law materials with their following collective discussion. The depth and effectiveness of studying are controlled through comments and messages of students, throughout collective discussion of real professional problems and situations. General problems of English-language training are successfully being solved by the complex usage of effective studying approaches. Complete study of professional terminology, the writing of thematic dictionaries, listening and viewing authentic materials, referring to English-language sources in educational preparation makes Masters more attention to the subject «Foreign language of the specialty». Constantly applying to jurisdictional documentation, comparison of legal systems in different countries makes students interested in their studying of professional English. Future Masters working on a collective analysis of specialized themes. They want to learn the training course deeper too.

The Policy Implementation of English for Academic Purposes Teaching at Mongolian National University of Education

Professional English training differs from general English training in that it is learning-centered, content-based, and aimed at developing competencies. By developing the skills that can be transformed and applied anywhere through learning-centered training, non-language professional English training meets the needs of society. However, in order to work in organizations and companies that are recognized worldwide in their profession, there is a lack of knowledge of English, the language of global business communication, and it is not enough to train good personnel in their profession alone, and it is a pressing issue to improve professional English training to meet the needs of today's society. This research article aims to analyze the policy and implementation of our government's professional English language policy until 2015, and to determine the current status of non-professional English language training at MSU. The results of the study show that the policy adopted by the Mongolian government on English language training is sufficient, but its implementation is not sufficient.

Penggunaan Realia dalam mengajarkan English Guiding untuk Asidewi Desa Wisata Kampung Patin

This research aims to describe the results of using Realia to increase the ability to guide in English ASIDEWI in the tourist village of Patin village, Koto Masjid village, XIII Koto Kampar sub-district, Riau. This research uses the Classroom Action Research method which has several procedures in each cycle. For one procedure cycle there are four; Planning, Action, Observation, Reflection. After running one cycle, a total of four meetings, researchers have found results from the use of realia in English guiding which has been practiced by ASIDEWI. To find out the results of applying Realia in teaching English Guiding, at the end of the meeting, the researcher gave a test, namely the guiding test in English. The test results show that there is no improvement in ASIDEWI's English Guiding ability by using realia. This occurs due to several factors that have been obtained through Qualitative Data. First, ASIDEWI members do not have sufficient knowledge of English. Generally, ASIDEWI members have a diploma at the Senior High School (SMA) level. Second, ASIDEWI members are not yet confident or shy about speaking English. Third, ASIDEWI has a very minimal vocabulary. In conclusion, ASIDEWI's ability in English Guiding whether using realia media or not using media is the same.

Research on Online Interactive Teaching Platform of College English Combined with Semantic Association Network Modeling

Abstract The emergence of semantic association networks has injected a new impetus for the development of online English teaching and provided a new model reference for the design of online education platforms. In this paper, the research and design of an online interactive teaching platform for college English draws on the algorithmic advantages of the semantic associative network model and utilizes the self-operation of the semantic associative network to realize the functions of autonomous addition, deletion, modification, and checking. The text semantic similarity is predicted by word embedding model, convolutional neural network, and other algorithms so as to better achieve the integration of teaching resources, connecting English knowledge and highlighting the teaching focus in the online teaching process of college English. Dynamic load balancing algorithms are used to solve the problems of short-term surges in the number of visits and the concentration of call requests, and the optimization of load balancing algorithms is further realized through genetic algorithms to finally complete the design of the online teaching interactive platform. Comparison experiments concluded that the semantic association network proposed in this paper could hold a more stable repair effect when cleaning inconsistent data in the dataset, highlighting the effectiveness of the semantic association network model in this paper. The online interactive teaching platform designed in this paper also performs well in the performance test, with only a 0.01% abnormality rate in the concurrency performance test, and the load balancing ability test also achieves the expected effect.

Maximizing Primary School Teachers’ Content-Based Knowledge in English through Professional Development Training

Maximizing Primary School Teachers’ Content-Based Knowledge in English through Professional Development Training

STUDENTS’ PERCEPTION OF ENGLISH DAY AND SPEAKING SKILL AT ASH-SHIDDIIQI ISLAMIC BOARDING SCHOOL

The research aimed to investigate the impact of English Day on students' speaking skills in Islamic schools, using questionnaires to gather data on students' perceptions of English Day. The results showed that English Day positively affects speaking skills, with students strongly agreeing and agreeing that it is effective in familiarizing them with speaking English, providing wider opportunities to explore their language skills, and building their conceptual knowledge in English. The majority of students also agreed that learning activities in English Day are more effective in improving their English skills, and they can learn more optimally in the English Day program. The learning conditions on English Day were found to be more interesting compared to regular English classes, and students agreed that English learning on English Day is more contextualized through activities related to daily activities. The concept of reward and punishment in English Day was perceived as providing more motivation for students to improve their English skills. Based on the questionnaire results, the researcher concluded that 100 students contributed to English Day, and they gave a positive response or agreed that English clubs can support their speaking skills. The findings align with the benefits of joining extracurricular English clubs, as identified in previous research.

An Analysis of Technological Content Knowledge (TCK) of English Teachers in Vocational High School

Technological Content Knowledge (TCK) is the knowledge of integrating technology into learning materials. The previous research examined TCK in many fields of education, such as history, elementary school teacher education, mathematics, biology, and science. However, TCK study in the English field is still under-researched. Therefore, this study aims to find the English teacher's knowledge of TCK. This study employed a qualitative approach with narrative inquiry design. The researchers used interviews, observation, and documentation to collect the data. The samples of this study are three English teachers in vocational high schools recruited based on several criteria determined by researchers. The finding showed that all participants mastered various technologies to deliver learning and could combine the two things well to achieve learning objectives. It can be concluded that all participants have a good level of knowledge of TCK.

An Analysis of EFL Students' Communication Strategies in Classroom Context

This study aims to find out the types of communication strategies used by EFL students when learning English in the 12th grade English Cross Interest class at SMAN 5 Bantaeng. This study used descriptive qualitative method, data were collected through observation and interviews conducted with 4 students. Data came from three sources: namely audio recordings of naturally occurring classroom interactions; interviews with students and observation notes taken in the classroom. Data from the interaction transcripts were examined using Dorney & Scott's (1997) taxonomy of communication strategies.The results of this study show that there are five types of communication strategies that most often appear when students communicate with their interlocutors as well as towards their teachers during learning activities, namely; Message Abandonment, Non-Linguistic Means, Filler, Appeal For Help and Asking For Clarification. The students used L1 because the students found it difficult to understand L2. This is due to the fact that students lack knowledge of English. Students experience these types of communication strategies due to thinking time, anxiety, lack of focus, nervousness, doubt, lack of knowledge, lack of vocabulary, grammatical errors and self-confidence.

Dilemmas Faced by Polish Migrants in the UK Concerning Brexit and Return Migration

This paper presents the results of an original quantitative sociological study conducted in Autumn 2019 on a sample of 620 Polish migrants living in London, Oxford, and Swindon. The study was conducted using a group-administered questionnaire. It was primarily to address the question of whether they intend to return to Poland and when. We identify some significant factors influencing their choices. Those are the length of stay in England, their financial situation, their knowledge of English, their ability to assimilate culturally, their relations to the families in Poland, homesickness, and better religious education of children. Religious issues, although mentioned, are less critical; however, a deeper statistical analysis allows to understand the religious background more broadly, to provide a clearer image of the respondents’ deep motivations.

Актуальные проблемы современного обучения иностранным языкам в Казахстане

One of the important conditions for the internationalization of the domestic education system is the use of foreign languages in teaching, learning and research, which contributes to international communication. Today, methodologists and teachers are especially interested in the use of effective methods in the formation of foreign language skills. The younger generation takes language learning seriously, they understand that the more foreign languages they know, the more competitive they will be both in the local and international labor market. It is known that the status of English among foreign languages all over the world is very high, therefore, knowledge of English is one of the important educational goals of every pupil and student in our country. At the national level, English is viewed by the Kazakh leadership as playing a vital role in national modernization and development. The relevance of the problem underconsideration is determined by the growing interest in solving existing problems in teaching foreign languages in the country, both at school and in universities.The purpose of the study is to identify the main aspects of current problems in the modern system of teaching foreign languages in Kazakhstan. To achieve the tasks and goals set, methodological, psychological and pedagogical literature on the research problem was analyzed. The materials of the article will be useful for teachers of higher educational institutions conducting classes in professional mathematical courses for students in the field of technical education. In the future, more multilingual schools will operate in Kazakhstan, and higher education institutions will offer more multilingual specialties. This prospect is predetermined by one of the main tasks of the modern education of the republic ‒the formation of a specialist capable of interpersonal and intercultural communication at a high level

The Development and Effectiveness of Game-Based Learning Prototypes for Daily Life Words at B1 Level: A Case Study of Engineering Students in Thailand

In order to communicate effectively, it is undeniable that language learners should have rich vocabularies. In this study, online games are proposed to be an effective learning method in language teaching and learning. The study aimed at constructing game prototypes–online intermediate daily life lexicon (IDLL) games, assessing quality of online IDLL games, and investigating effectiveness of these games. This study comprised two stages: design and evaluation.
 
 Quality of the online games was validated by four experts and 109 games players. Experts were asked to complete the IDLL evaluation form, whereas 109 game players were assigned to complete the learning experience questionnaire and learners’ satisfaction questionnaire. Effectiveness of the online games in relation to English vocabulary knowledge at B1 level was measured by the IDLL mini pretest and posttest. Quantitative data were analyzed by descriptive statistics, arithmetic mean, t-test dependent sample, and the effect size (ES) on learners’ gained scores. Qualitative data were investigated using content analysis of the IDLL evaluation form and learners’ satisfaction questionnaire.
 
 The findings revealed that the developed online games appear to be good learning material since both experts and learners view the games at the acceptable quality with sone revision needed further, such as learning content, game design, website design, technical limitation, and human errors. The findings also suggested that the developed online games were effective since students’ vocabulary knowledge had improved. Furthermore, students reported that they felt positive about the online games since they felt that they could learn in an enjoyable and interactive environment. Therefore, it was considered that this method can be used for teaching vocabulary within the Thai context. However, further development and revision were needed since the study was a trial process.

The Non-Formal Learning of English in the Interwar Period: Images of the OTHER in Self-Study Books and Magazines for English Learners

The subject of this article is self-study books and magazines addressed to Poles learning English in the years 1918–1939. The typological description of the sources, embedded in the text linguistics, draws attention to their specificity (structure, pragmatics, and cognitive aspect) and role in promoting the knowledge of English in the then popular self-education process. Discursively profiled in-depth analyses are used to reconstruct the ways of perceiving a native English-language user based on the content presented in the source material. They showed that the OTHER is a bearer of desirable features, both socially (respect for etiquette, respect for tradition, precision in expressing yourself) and psychologically (self-control, perseverance, well-understood cleverness), and is a representative of a powerful cultural heritage. The image created in this way motivated people to learn English and strengthened the growing prestige of this language in Poland.

An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School

This U.S. study evaluated the effects of a reading intervention for emergent bilingual students with significant reading difficulties in Grades 6 and 7 within a multisite randomized controlled trial. Emergent bilinguals were randomized to a researcher-provided intervention ( n = 171) or business-as-usual comparison condition ( n = 169). Results on a measure of word reading indicated significant differences favoring treatment after Year 1; however, there were no significant differences between groups on standardized measures of reading comprehension. Initial English vocabulary knowledge moderated reading comprehension scores at the beginning of the second year of intervention, indicating that students’ response to instruction varied as a function of their initial English language proficiency. The discussion focuses on interpreting these findings with an emphasis on improving the effectiveness of interventions for secondary grade emergent bilinguals with significant reading difficulties.

Effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students.

Peer-assisted learning has been shown to be constructive in numerous aspects of undergraduate medical education. The purpose of this study was to evaluate the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking students. A medical English conversation course was conducted at Damascus University by a group of students. Targeted participants were intermediate level fellow students from the same program. A longitudinal study was carried out between 1 st to 31 st March 2019 to assess changes in self-assessment of English language skills among course participants. Pre- and post-course appraisal involved a review of previous experience with medical English language, a self-assessment of five English language skills, and an objective measurement of medical English knowledge. In addition, participants were requested to respond to a set of statements related to the importance and the usefulness of peer-assisted teaching of medical English skills. Paired-sample Student t-test was used to compare pre- and post-course appraisal results. 42 students attended the course and completed pre- and post-course appraisals in full. Data analyses showed a statistically significant increase in participants' confidence in speaking medical English in public ( p<0.001) and using English in various medical settings (presenting and discussing cases, writing clinical reports, interviewing patients and reading English medical texts). Objective measurements of medical English knowledge confirmed a significant increase in participants' knowledge of methods of administration of therapeutics, knowledge of human body parts in English and familiarity with English medical abbreviations. Most participants agreed that peer-education was effective in teaching medical English skills to non-native English-speaking students and in increasing their confidence when using English in real-life medical scenarios. The present study highlights the effectiveness of peer-assisted teaching of medical English skills to non-native English-speaking medical students. Further validation is required and should compare the effectiveness of traditional versus peer-assisted teaching approaches.

Video Blog (Vlog) English Learning Media Innovation explores creative English learning

Students frequently require assistance acquiring knowledge about English language learning delivered in class within a restricted timeframe, without the chance for repeated conversations or thorough study. Furthermore, the task of retaining previously taught content may require help. Thus, educators must implement efficient instruction that stems from innovative teaching methods. An accomplishment that has been made is the utilization of educational media. This study investigates the current body of literature on using video blogs (vlogs) to facilitate education. This study employs the methodology of systematic literature review (SLR). The data collection process involved systematically gathering and analyzing papers about vlogs as an instructional medium, published from 2013 to 2023. This study utilized a selection of eight scholarly articles, theses, and dissertations sourced from esteemed national journals or conferences. Data is gathered using the Publish or Perish tool. Research indicates that incorporating vlog media into the educational process might enhance instructional efficacy and positively affect student learning achievements. Hence, vlogs might serve as an instructional instrument for imparting English learning knowledge. This study offers a thorough examination of the feasibility of this invention for enhancing English language teaching.

Relationship Between Iranian Intermediate EFL Learners’ Interpersonal and Intrapersonal Intelligences and Their Speaking Skill

This study aimed to investigate the relationship between Iranian EFL learners’ interpersonal and intrapersonal intelligence and their speaking ability. To achieve this aim, 30 Iranian EFL learners whose level of proficiency was intermediate participated in this study. The participants’ general English knowledge was measured via Oxford Quick Placement Test (OQPT). The placement test revealed that all participants were intermediate learners and homogenous. The other instruments of the study were the Multiple Intelligences Inventory and the speaking test. After evaluating the participants’ general English knowledge, the speaking test was given to them. After collecting the speaking tests’ results, the questionnaire was distributed among the participants, and they were requested to answer all the items in it carefully and honestly. The Pearson correlation coefficient test was used to show the relationship between the participants’ interpersonal and intrapersonal intelligence and speaking skill. The findings revealed positive and significant relationships between the participants’ interpersonal and intrapersonal intelligence and their speaking. The findings of the study would be useful for teaching and learning speaking skill and researchers in the fields of TEFL and sociolinguistics.

Optimizing User Experience: Designing an Engaging Educational Mobile Application for English Vocabulary Knowledge and, Student Engagement in Higher Education

Optimizing User Experience: Designing an Engaging Educational Mobile Application for English Vocabulary Knowledge and, Student Engagement in Higher Education

Investigating Methods in Teaching Vocabulary to Early Childhood Students

The mastery of English from an early age is an essential requirement. Kindergarten teachers must equip early childhood studentswith sufficient knowledge and skills in English. It starts with teaching them vocabulary, which facilitates their English communication. However, the main problem often faced is the selection of practical and enjoyable vocabulary teaching methods, as their learning style differs from that of older students. Therefore, this research aimed to investigate processes in teaching vocabulary to early childhood students. This study was conducted at Generation for Christ School using a qualitative descriptive approach. Data were collected through semi-structured interviews involving seven teachers as research informants. The data were analyzed using a qualitative descriptive approach. The results showed that the teaching methods applied by teachers in teaching English vocabulary to early childhood students are movement and songs, Total Physical Response (TPR), games, Grammar Translation Method (GTM), and Communicative Language Teaching (CLT).

Evaluating the Effectiveness of the Practical and Applied Integration Teaching System of College English Based on Decision Tree and Rule Association Analysis

Abstract In this paper, the basic framework of data mining is first proposed, and the data mining model based on the ID3 algorithm decision tree is constructed by analyzing the information gain of the attributes to divide each subset recursively, and the model is utilized to mine the data related to the teaching of practical application of English in the university effectively. Then, the attributes of support, confidence, and interest from the Apriori rule association algorithm are utilized to measure students’ evaluation of English teaching. Finally, the applicability of this paper’s algorithm was evaluated by indicators such as classification accuracy and computing speed, and the effectiveness of the English practical application integrated teaching system was verified in terms of the dimensions of students’ English literacy, learning interest, and classroom problems. The results show that the mean values of students’ English basic knowledge, English application ability, English core skills, and English awareness attitude are 4.02, 4.15, 4.06, and 3.99, respectively, and the students’ learning interest has been improved by at least 50%, indicating that the teaching effect is good.