English Language Ability Research Articles

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.

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.

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.
 
 
 

CLIL or EMI? A Case Study of Non-English in-Service Teachers Teaching Reflection in an International School

Content Language Integrated Learning (CLIL) and English Medium Instruction (EMI) have been adopted in many institutions ever since the use of English is required for businesses, education, and job opportunities. This results in the establishment and development of international schools countrywide in EFL countries especially in Thailand as an alternative educational route for those wanting to experience an international learning environment and/or simply to enhance English language ability. The aim of this case study is to investigate the context that non-English in-service teachers reflect when teaching in an international school context. Nine participants who are currently teaching in a large international school in Bangkok were recruited for a semi-structured interview on their instructional strategies for non-English subjects. Thematic analysis was used as an approach to thematize the transcript in the pedagogical reflection of CLIL and EMI. Although an international school is expected to fully adopt the EMI practice, the finding shows that most teachers’ teaching practice reflects the CLIL approach. The influence of choosing CLIL as a major approach was due to concerns in readiness relating to essential vocabulary necessary for learning content subjects and students’ native language background. Although a clear boundary of CLIL and EMI could not be clearly defined in current literature, recommendations on future research and teacher’s training are discussed.

The Effectiveness of English in Supporting Communication with Customers to Provide the Best Service in the World of Work

This research aims to determine the description of workers' ability to speak English, English is needed to communicate via online media/internet both with fellow actors and with consumers consisting of domestic consumers and tourists. The total sample technique used in this research was 70 people. The description of the characteristics of MSME actors consists of age, education, length of business, and media ownership, while the characteristics of MSMEs are presented based on micro, small and medium business scale. English language skills are measured based on the ability to read, understand and interpret messages on social media. Based on the formulation of research objectives and the results of data analysis tests, it can be concluded that the description of the characteristics of MSME actors mostly includes those of productive age (80%), most of the respondents are male (40%), the education of MSME actors is dominated by undergraduate graduates (60%), and has Most have more than 5 years of experience and most have more than 1(77.14%) media experience. The characteristics of business scale include small scale (50%), only 1.43% of medium scale ones were in the research sample. The description of the English language skills of MSME players is quite good with an average score of 3.32, while the ability to use media has a better average score than English language skills, namely 3.42. The results of the correlational analysis show that there is a very real positive relationship between English language ability and media use ability, which is expressed by an r value of 0.993, meaning that the higher the English language ability, the higher the media use ability.

Need Analysis for Developing a Hybrid Flipped Classroom and Project-Based Learning to Enhance Proficiency of Applying English Language Skills of Chinese Higher Vocational Students

The objective of this study is to comprehensively investigate the current state of proficiency of English language skills among higher vocational students and to explore the need for designing and developing a hybrid module of flipped classroom and project-based learning. Through questionnaires and semi-structured interviews, the study found that students in higher vocational colleges have difficulties in listening, speaking, reading and writing, with listening and speaking being the most challenging skills. Due to students’ weak English proficiency, instructors recommended the use of innovative teaching methods to improve their practical application skills. Therefore, it is recommended to develop a hybrid module that combines flipped classroom and project-based learning to enhance students’ proficiency in applying English language abilities and enhance teaching effects.

Playing Charades to Boost Young Learners’ English Language Ability

The educational environment has an important role in children's language skills, English. Schools or other educational institutions are expected to be able to cultivate, grow, and develop the language skills of their students. MI Miftahul Ulum, Sucolor, Maesan, Bondowoso is an educational institution that is aware of the importance of developing children's language skills and takes part in building the character of their students, especially in terms of language skills. MI Miftahul Ulum applies a word guessing game to each student in developing English skills. The aim of this activity is that students can at least say words or speak English. This study aims to reveal and describe how the word guessing game is implemented at MI Miftahul Ulum in an effort to improve children's English skills. In addition, this study intends to find out how and to what extent the contribution of charades games can improve English skills, especially MI Miftahul Ulum students. Therefore, based on the research objectives, the researcher applied a qualitative descriptive method. Data collection techniques applied include observation, documentation, and interviews. Meanwhile, the informants in this study involved school principals, teacher boards, and MI Miftahul Ulum students. From this study, the results were obtained that by implementing the word guessing game, students were able to say and even speak English (mix) well, as well as their pronunciation, now they are slowly being able to say even speak English correctly when asked. For students who can't yet, they can easily learn through what they hear when playing charades. The application of the word guessing game at MI Miftahul Ulum is used to evaluate children's ability to practice speaking English which focuses on the synergy between what is heard and the pronunciation. The game is carried out routinely, the goal is that with an intensive evaluation intensity, MI Miftahul Ulum students experience very rapid development and can mention English vocabulary in mixed English speaking.

21st Century English Learning: a Revolution in Skills, Critical Thinking, Creativity, and Visual Communication

Critical thinking and problem-solving, creativity and innovation, communication, and teamwork are some of these 21st-century abilities. It is possible to build these 21st century skills in any discipline. It is highly appropriate to study English as a subject in order to gain 21st century skills. To effectively and efficiently accomplish learning objectives, chemistry instructors must deliberately cultivate these 21st century competencies. Teachers can use scientific learning models, such as project-based, problem-based, discovery, or design-based learning models, to help students acquire the English language abilities they need for the twenty-first century. To help students gain 21st century abilities, these learning models must be applied as best as possible, adhering to the principles of the scientific method. The evaluation of 21st century abilities and the use of blended learning are also crucial.