English Language Ability Research Articles

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.

PELATIHAN APLIKASI SPEECHACE UNTUK MENINGKATKAN KEMAMPUAN BAHASA INGGRIS BAGI GURU

English language skills must be improved, especially for educators or teachers. This is especially problematic for madrasah teachers who are not English graduates. For this reason, speechace application training is needed to improve English language skills for teachers of MI Muhammadiyah, Kedungwuluh, Patikraja, Banyumas. The purpose of the course is to provide knowledge and skills for teachers in optimizing information technology, especially the speechace application to support the improvement of English language skills and abilities in the school environment. The implementation method used is the Community Language Learning (CLL) method which consists of the preparation stage, implementation stage and evaluation stage. The results of this service during the training were active participant participation and the results obtained with the pre-test and post-test pre-test and post-test, then out of 21 participants, 95% of the participants This activity is expected to contribute to efforts to improve English language skills among teachers.

Decoding motivation in English medium instruction: situated expectancy-value theory and student performance at a Chinese transnational university

ABSTRACT This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables – expectations of success and emotional cost – were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socialisers’ influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts.

The Role of Effective Communication in Leadership: A Comparative Analysis of English Language Skills and Management Strategies

Communication is central to leadership and determines how organizations function and how employees are motivated. Therefore, this research paper aims at comparing English language ability, and management skills, and other elements of leadership. This paper undertakes a qualitative approach wherein the authors review literature and numerous case studies from diverse industries to explore the role of English language proficiency in facilitating leaders to articulate a vision, mobilise people and get things done. At the same time, the paper considers how different managerial approaches, including transformational and transactional leadership, depend on communication to be executed. High English language proficiency improves the message clarity and interpersonal communication, but it is the ability to find and implement effective management approaches that promotes creativity, teamwork, and effectiveness when working in a global environment. The present study demonstrates the co-dependency of language skills and strategic management for the accomplishment of organizational goals and aims.

A Comparative Study on the Similarities and Differences of English Teaching in the Context of British and American Culture

This paper analyzes the similarities and differences in English teaching under the background of British and American culture from three aspects: teaching mode, teaching material content and teaching methods. Based on research, there are obvious differences between British and American cultures, but there are many common points in oral English communication and comprehensive language ability training. At the same time, different cultural backgrounds also make their English classroom teaching methods and grammar rules have obvious differences. Based on this research, oral English can provide more references for English teaching innovation and teaching quality improvement.

Comparison and Evaluation of TOEFL iBT and ESOL

As two high-stake standardized tests, Test of English as a Foreign Language (TOEFL iBT) and Trinity College ESOL Skills for Life (ESOL) Level 2 have been internationally recognized and used to demonstrate candidates’ English ability in different skills. Drawing from diverse perspectives, this paper undertakes a comparative evaluation of the speaking sections of these two tests and aims to provide insights into how these exams structure their speaking components, the criteria used for evaluation, and how effectively they measure candidates' English communication skills and practical language abilities. By comparing these aspects, the paper presents the similarities and differences of the speaking assessments of the two testing systems and intends to contribute a deeper understanding within these globally recognized exams to educators, test developers, and candidates alike.

Unlocking Teacher Agency for Professional Learning Through Connection-Building: Evidence from a Professional Development Program on China’s Standards of English Language Ability

This study explores how teachers construct and enact agency in professional learning from an activity theory perspective. Through a qualitative case study of three language teachers’ experiences within a professional development (PD) program focusing on China’s Standards of English Language Ability (CSE), this research identifies agency construction as a triadic connection-building process among teachers (subjects), the CSE learning target (tool) and teachers’ professional development goals (objects). The findings suggest that PD programs can be designed to assist teachers in building these connections by understanding their broader professional needs, guiding them to identify specific learning objectives relevant to their professional practices and supporting their application of the CSE to achieve these objectives. This study contributes to the literature on teacher professional learning by offering a nuanced understanding of teacher agency construction and proposing an agency-oriented approach to PD program design and implementation in facilitating teachers’ engagement with new tools like the CSE to support sustainable professional growth.

The Effect of Using Spinning Wheel Media on the English Learning Outcomes of Class III Students at SD Inpres Fatukoa, Kupang City

Learning English is an important process to help students develop their English language skills from an early age. The lessons on “things in the classroom” is used as one of the topics researched the KKM score. The third graders of SD Inpres Fatukoa Kota Kupang City were the subjects of this research, which set out to quantify the impact of using revolving sheel media on test scores. This studi used a quasi-experimental methodology resembling a nonequivalent control group design. It was administered 47 students and collected data via observasion, multitiple-choice tests, and image matching as well as using test instruments and observation sheets. Tests of hypotheses and t-tests were used to appraise the data. Based on the t-test findings, there was a 24,9 point difference between the experimental and control classes’ average post-test scores:87,61>62,71. Furthermore, the Independent Samples Test, which is used for hypothesis testing, reveals that a significance level of 0.000 < 0,05 in the 2-tailed t-test for equality of means indicates that the null hypothesis(H0) is rejected and the alternative hypothesis(Ha) is accepted. We may thus infer that third graders at SD Inpres Fatukoa Kupang City benefit greatly from using spinning wheel media to improve their English language ability.

Analysis of Errors in Students' Writing of Analytical Exposition Text at the Eleventh Grade of SMA Negeri 2 Kotabumi Academic Year 2023/2024

Writing is a crucial aspect of English language abilities as a foreign language. Writing is an activity that involves creating thoughts and then deciding how to communicate them and created a set of statements and paragraphs that others could read and understand. The aim of this research is to describe the types of errors in writing text and to describe the dominant errors in writing analytical exposition text in the XI Science 1 of SMA Negeri 2 Kotabumi. The researcher found some of the students still got experienced problems of writing texts. The main cause is a lack of understanding of grammar and limited English vocabulary among students. This research used a qualitative research method because the researcher did not use experiments or treatments in research. The subjects for this research is students of XI science 1 of SMA Negeri 2 Kotabumi and the subjects of the research were 29 students. The researcher analyzed using four types of errors: omission, addition, misformation, and misordering. Based on the results obtained, there were 159 errors, which consist of omission is 62, addition is 55, misformation is 31, and misordering is 11 for the most dominant error was omission.

Research on Speculative Teaching of College English Textbooks in the New Era -- A Case Study of New Era College Basic English

With the deepening implementation of the reform policy of higher education teaching mode in China, university teaching has fully entered a new era. In the context of the new era, university English teaching should not only cultivate students language ability, but also strengthen the cultivation of their critical thinking ability. This article first outlines the necessity of integrating critical thinking into college English teaching, and finally takes New Era College Basic English as an example to study the effective path of critical thinking in college English textbooks in the new era, hoping to help students improve their critical thinking ability and English language ability together.

Analysis on the Cultivation of College English Language Ability

In college English teaching, the cultivation of students language competence is one of the main teaching objectives and an important part of teaching tasks. Based on the definition of language ability, this paper analyzes the problems existing in college English teaching and puts forward some strategies for cultivating students language ability.

Cognitive Semantic Features of Phraseological Units Denoting Human Intellectual Abilities in English and Uzbek Language

Cognitive Semantic Features of Phraseological Units Denoting Human Intellectual Abilities in English and Uzbek Language

Equity on the Mother and Baby Unit: An Audit of Detention Rates and Length of Stay According to Ethnicity and English Language Ability

Equity on the Mother and Baby Unit: An Audit of Detention Rates and Length of Stay According to Ethnicity and English Language Ability

Boosting Intercultural Communication Skills: The Role of Authentic Literary Texts in an Intermediate Turkish EFL Classroom

The purpose of this study is to explore cultural barriers and methods of establishing effective communication in English as a Foreign language classrooms. Simply learning grammar rules is insufficient for students to interact effectively; they also need to acquire knowledge about culture, history, and geography through the use of textbooks, documentaries, and movies. With this in mind, the research study aimed to incorporate authentic literary short stories into an intermediate-level class based on the belief that literary texts can help learners develop their intercultural communicative competence. The participants of this study were 25 EFL learners between 18 and 21 years old. The data was collected and analyzed through individual interviews. The findings demonstrate that students can enhance their English language abilities and communication skills through reading authentic books.

The Role of China’s Standards of English Language Ability (CSE) Assessment Literacy in Promoting Teachers’ Language Assessment Literacy Profiles: Evidence from Chinese University EFL Teachers

AbstractReleased in 2018, China’s Standards of English Language Ability (CSE) set a benchmark for language education and assessment in China, integrating with international standards. This study investigates whether CSE assessment literacy (understanding and applying CSE standards in assessment practice) enhances Language Assessment Literacy (LAL) among 233 university EFL teachers in China. Using a self-designed questionnaire assessing current LAL and CSE assessment literacy, the findings indicate that the teachers’ self-assessed LAL, classified into high, moderate, and low LAL profiles, was generally unsatisfactory. Awareness of the principles was highest in teachers with a moderate LAL profile and was minimal in teachers with a low profile. Proficiency in “CSE Background,” “Competence Classification,” and “Table Scales” was closely linked to elevated LAL profiles. Specifically, “CSE Background” improved LAL across low and moderate profiles, while “Competence Classification” and “Table Scales” mainly benefited the moderate profile, informing effective LAL and CSE training strategies.

A Systematic Literature Review of Current Studies on Comparison Between the CEFR and CSE

The Common European Framework of Reference for Languages (CEFR) is widely used in the area of learners’ proficiency assessments, curriculum design and learning material development all around the world. To better facilitate the language teaching, learning and assessment, the Ministry of Education in the People’s Republic of China launched the development of China’s Standards of English Language Ability (CSE) in 2014. Then, in 2018, a unified English language ability framework, the CSE was developed. This study aims to examine the differences of current studies on the CEFR and CSE in terms of alignment, target audience and language, application on education, and the most frequently used methodologies. The method used is the systematic literature review (SLR). Through this method, ten articles were obtained from different databases. Based on the analysis, the findings are as follows. First, the majority of studies were in terms of the alignment between the two frameworks from the perspective of listening, reading, writing and other skills. The second largest number of studies on the comparison of the two frameworks focused on the general comparison between them. Additionally, there was only one study related to the application of CEFR and CSE in education. Based on the findings, it can be concluded that most of current studies on the comparison between the CEFR and CSE centre on the alignment and general comparison, few studies were conducted to compare the descriptors of the four English language skills. Hence, future studies should focus more on the comparison of listening, speaking, reading and writing descriptors.

Growth mindset and english language learning efficacy among junior high school students at Sulu State College – Laboratory High School

This study assessed the level of students’ growth mindset and English language learning efficacy of junior high school students at Sulu State College– Laboratory High School during the School Year 2022-2023 using descriptive-correlational study. With 100 samples taken through non-probability sampling method via purposive sampling, and with the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, this study reveals the following findings: 1) Out of 100 student-respondents, mostly are female, within the range of 20 years old & below, whose parents have college level of education, whose parents’ monthly earning pegged at 10,000 & below, and grade level from 7 to 10 are equally represented. 2) On the average, students moderately believe that their own intelligence allows them to embrace and overcome difficulties in learning English language. 3) On the average, students have high ability and efficacy in learning English language through self-efficacy in listening, speaking, reading, and writing. 4) Generally, students’ demographic profiles in terms of Age, Average Monthly Family Income, and Grade Level do significantly mediate in ways how they assessed the Growth Mindset. 5) Generally, students’ demographic profiles do not significantly mediate in ways how they assessed English language learning efficacy. 6) The junior high school students at Sulu State College- Laboratory High School who assessed the level of Growth Mindset as Moderate Level are most probably the same group of junior high school students who assessed the English Language Learning efficacy with High Level, respectively. 7) This study seems to support Bandura’s (1986) Social Cognitive Framework which espouses that the triadic interaction between personal, behavioral and environmental factors is central to the social cognitive theory. Accordingly, human beings have cognitive abilities to self-organize, selfreflect, and self-regulate according to the changes in the environment and determine their own social destiny. In order to do so, people have to be proactive in their development and make things happen through their own efforts.

An investigation to identify the factors that cause failure in English essay, precis, and composition papers in CSS exams

<p>The research study aims to examine why candidates in Pakistan failed the English Essay, Precis, and Composition sections of the Central Superior Services (CSS) tests. Those candidates chosen for various civil service positions take the prestigious and difficult CSS exam. The study aims to discover candidates’ difficulties in these particular CSS exam sections and investigate methods for enhancing their English language ability. A mixed-methods strategy is used in the research process to collect both quantitative and qualitative data. Participants in the CSS exam who once took the English Essay, Precis, and Composition papers and got fail in it received a survey form to respond according to their experience. Other than this, we also conducted semi-structured interviews with CSS test winners currently working as officials, such as Deputy Commissioners, Assistant Commissioners, Assistant Superintendents of Police, and Deputy Superintendents of Police. Insights into the causes of failure and the experiences of successful candidates are sought after from both data sources. The research findings highlighted several key factors contributing to failure in English Essays, Precis, and Composition papers. These factors include lack of comprehension and understanding, grammatical errors, inadequate organization, poor handwriting, insufficient practice, lack of originality, difficulty in adapting to essay prompts and precis passages, poor organization, failure to understand and address the purpose, insufficient development of ideas, failure to reach the required word count, grammatical mistakes, neglecting proofreading and revision, poor writing expression, and weak induction and conclusion in essays, tough paper pattern old formatted curriculum. Participants reported struggling to express their ideas coherently, having limited language skills, facing challenges in managing time effectively, lacking proper precis structure understanding, inadequate expertise in the subject, lack of training and resources, lack of analytical and critical thinking abilities, inadequate exam preparation, time management issues, poor grammar abilities, exam phobia, and limited vocabulary as potential factors contributing to failure.</p>

Reading, Discussing, and Sharing: Creation of a Vibrant Transnational Online Learning Community through the International Book Club

The present paper reports on the findings from the first four years of an ongoing, longitudinal study which examines the experiences and perceptions of Polish college participants in the International Book Club, an extension of a campus common read program at an American university. More specifically, the paper examines participants’ experiences with the book, both inside and outside the classroom, and examines their opinions about the issues discussed in each year’s book selection, their attitudes toward that issue and whether or not their attitude toward the issue was changed through this experience, their attitudes toward public discussions and whether or not their attitude toward public discussions was changed through this experience, and whether or not reading the book and participating in the club helped to improve their English-speaking abilities. Quantitative data, in the form of a nine-statement survey, and qualitative data, in the form of a nine-question open-ended questionnaire, were collected and analyzed. While a great deal of the literature on common read programs has explored the experiences of participants within the North American context, there is a dearth of research outside of that context, including the Polish context. The present study attempts to ameliorate this situation. The main findings from the study show that, overall, participants enjoyed the experience of reading the book and that participation in the program has been beneficial for them, including getting them to read more, to engage in discussions more, to think more deeply about more diverse topics and issues, and perhaps most importantly, to im­prove their English language abilities.

A STUDY ON STUDENTS’ LEARNING MOTIVATION ACROSS FORMATIVE ASSESSMENT TRAINING IN CHINA'S HIGHER VOCATIONAL COLLEGES


 
 
 
 The fast globalisation and the growing significance of English as a worldwide lingua franca have made English language ability a crucial competency in contemporary society. However, a notable disparity in English language proficiency has been observed among EFL students in China’s higher vocational colleges. One of the significant reasons for this phenomenon is the wide use of summative assessment by EFL teachers in China’s higher vocational colleges. Another factor contributing to this gap is students’ low motivation to learn English. The formative assessment training program attempts to empower teachers and students in China’s higher vocational colleges to improve students’ learning motivation and English competence. The present study explores how intrinsic, extrinsic, and motivation interact with learning motivation among EFL students in China’s higher vocational colleges across different phases (before, during, and after) of formative assessment training in China’s higher vocational colleges. This study employs a quantitative research method; 250 EFL students from China’s higher vocational colleges participated. Data was collected by questionnaires before, during, and after formative assessment training. Pls-seem was used to analyze related data. The results indicated a positive relationship between intrinsic, extrinsic, and learning motivation but a negative relationship between motivation and learning motivation before, during, and after formative assessment training among EFL students in China’s higher vocational colleges. The present study's findings also suggested the fluidity of the relationships between intrinsic motivation, extrinsic motivation, motivation, and learning motivation across different training phases. The present study's findings not only enrich our understanding of student’s motivation in the context of formative assessment but also provide deep insight into the effective implementation of formative assessment in China’s higher vocational colleges and beyond.