English Language Ability Research Articles

Thai School Teachers’ Preparedness and Perceptions of More-English-in-schools (MEIS) Policy

As far as English language ability is concerned, Thailand has a lot of room for improvement. Efforts to boost Thailand’s language skills abound. In this study, Thai school teachers in two primary schools were asked to answer questionnaires on their English language use in their schools, their preparedness, and their perceptions of the policy to add more English into the schools. Twenty-three school teachers from two schools participated in the study. The data collection was done in March 2018. Those school teachers participated in the English Plus Program (EPP) workshops, aiming to equip them with concepts and techniques to add more English elements in their classes and their schools. The teachers underwent six hours of training. At the end of the workshops, they were asked to reflect on the lessons and answer the questionnaires. It was found that the majority of the school teachers perceived themselves to be moderately prepared for the MEIS policy. They believed it was a useful policy and recognized the role of support from the students’ parents, the community, as well as the school administrators.

Phrasal Verbs in English as a Second/Foreign Language

Phrasal verbs are used very regularly in the English language, and native English speakers are found to use phrasal verbs on a daily basis and cannot do without the use of phrasal verbs in everyday communicative situations. However, phrasal verbs in English language teaching as a second/foreign language is almost non-existent. That is, English as a second language (ESL)/English as a foreign language (EFL) teaching environments, in the Arab world, and specifically in Iraq, hardly teach the meaning of phrasal verbs to students, and neglect teaching the correct ways of using them, despite the fact that they are an essential part of daily native English communication. Therefore, and due to the vitality of phrasal verbs to native speakers of English, ESL/EFL students should be taught and educated to be capable of understanding and using phrasal verbs when interacting in English because knowledge of phrasal verbs would normally lead to better English language proficiency and more native-like communication. Nonetheless, phrasal verbs are not easy, and students often find them difficult, because phrasal verbs carry a specific meaning which is not inferable from the meaning of its composing words inseparable form as well as other reasons which have been explained within this paper. Hence, this paper points to the necessity of including phrasal verbs in English language teaching. Through implementing a qualitative approach, the aim, within this paper, is to identify and list causes of difficulty that learners of the English language may face when it comes to knowledge of English phrasal verbs, with regard to the spontaneous and fluent use of phrasal verbs by native English speakers. The significance, here, is to point out the need of taking this matter into serious concern and to offer suggestions and recommendations for better English as a second/foreign language learning and teaching, all in hope of better English language proficiency and ability.

Chinese International Undergraduate Students’ English Language Ability, Advice From Domestic and International Friends, and Psychosocial Adjustment to College

This study explores how advice from friends predicts Chinese international students’ college adjustment. First-year international Chinese ( N = 95) undergraduates reported on their English language ability (ELA), advice seeking and evaluation with domestic and international friends, and psychosocial adjustment. Chinese students with lower self-reported ELA sought advice from their closest domestic friend less often, perceived advice from that friend as lower in quality, and were less psychosocially adjusted. Advice processes partially mediated the association between ELA and psychosocial adjustment.

A Study on the Improvement of College Students’ English Cultural Accomplishment under the Concept of General Education

Besides imparting knowledge, college English course is also a language carrier for students to understand western culture and a way to improve their comprehensive cultural literacy. Therefore, under the guidance of General Education theory, this paper attempts to integrate the appreciation of English literary translations into College English teaching, so that non-English majors can improve their English language ability, at the same time, they can improve their critical appreciation ability and cultural accomplishment.

Addressing air traffic controllers’ English language proficiency needs: Case of Zenata Airport

The current paper is a contribution to the field of English for Specific Purposes (ESP) in aviation industry in an Algerian context. It was conducted in Zenata – Messali el Hadj Airport. It was a case study research that is intended to explore the English language deficiencies and problems Algerian air traffic controllers may face in their work, as well as to identify their lacks, needs and wants. To overcome their difficulties a needs identification and analysis was conducted thanks to various instruments: Interviews, a questionnaire and classroom observation. The results indicated that all informants involved in the current research were aware of the importance of the English language in aviation industry, as low proficiency in this language might lead to misunderstanding and dangerous situations. Air traffic controllers reveal their need to develop their language proficiency, namely in speaking and listening skills with special focus on vocabulary and grammar. To conclude English language is important in aviation industry. A good mastery of this language helps avoid misunderstanding and keep aviation safety. Thus, Algerian air traffic controllers need to enhance their English language ability thanks to appropriate English courses and well-trained ESP teachers. Keywords: Air traffic controllers, English for aviation, English for specific purposes, English language proficiency

Disentangling the role of income in the academic achievement of migrant children

Poverty has a well-established association with poor developmental outcomes in children but is often found to be a weak predictor of outcomes for migrant children. Building on theory focused on the developmental competencies of minority children, the current study used a systematic and novel analytic approach to disentangle the relationship between income and developmental outcomes for different groups of migrant children. Utilizing a population-based cohort of children in British Columbia, Canada (N = 23,154), the study examined whether income differently predicted the kindergarten to Grade 7 (K-7) literacy and numeracy trajectories of migrant children (economic, family, and refugee groups), in comparison to non-migrants. By applying Group-Based Trajectory Modeling (GBTM), the study found that lower income was generally associated with lower K-7 literacy and numeracy achievement trajectories. The relationship between income and achievement did not differ for migrant children in comparison to non-migrant children, with the exception of one sub-group of high-achieving economic class migrant children, which appeared to be less impacted by low income levels. Follow-up binomial logistic regression analysis found that parental education levels at migration and English language ability predicted which migrant children would be high literacy and numeracy achievers despite low income. The results suggest that basic associations between poverty and the outcomes of migrant children mask an underlying complexity: For most migrant children, poverty was just as predictive of detrimental academic outcomes as it was for non-migrant children and being in the exceptional sub-group of high-achieving, low-income migrant children was partly accounted for by other protective factors.

Evaluating a predictive model of student performance in introductory calculus-based physics

Various factors are known to correlate with performance in physics and other STEM courses. In this study, we report on students’ performance in an introductory calculus-based physics course at the university level and correlate their performance (as measured by final grade) with a variety of measures of academic and cognitive ability. These measures include mathematical and English language ability (as measured by the SAT), incoming GPA, and spatial and scientific reasoning ability (as measured by the Mental Rotation Test and Classroom Test of Scientific Reasoning). We also consider the effect on student performance of factors such as employment status, and science and mathematics self-efficacy (as measured by a survey). In this study, we report the prediction efficiency of the ability of two multivariate linear models to predict student success in the course.

Problem Based Learning (PBL) in Teaching English for Students of Primary School Teacher Education Department

One of the learning models that can be implemented in increasing the students ability in English language is using Problem Based Learning (PBL). Problem Based Learning is a learning model that focuses on giving the solution for students in learning process. PBL provides the chance for students to find their problem and also creating the alternative solution to deal with their problems in English language learning. The aims of this study, by using PBL can increase the students’ ability in mastering English language. The participant of this study chosen from primary school teacher education department (PGSD) faculty of educational sciences, Muhammadiyah University of Jakarta. There several consideration in choosing the department as the object of this study. First, the student of this department lack of interest in joining the English subject, the learning process becomes ineffective. Second, as the future candidate of teacher for elementary school students, they need to concern with the ability of English language. Third, the average ability of students in mastering English is weak. The method used for this study based on qualitative/interpretive paradigm. This method concern on viewing the focus and problems of this study in a comprehensive way. The finding, based on the result of the study it can be shown that the students ability in English language increased as the researcher targeted from the beginning. And the learning process becomes more active after the use of Problem Based Learning. So, it can be concluded that the use of Problem Based Learning (PBL) can increase the students’ ability in mastering English Language.

Student Test Takers' and Teachers' Perceptions of the TOEFL Junior® Standard Test

The broad range of English language teaching and learning contexts present in the world today necessitates high quality assessment instruments that can provide reliable and meaningful information about learners' English proficiency levels to relevant stakeholders. The TOEFL Junior® tests were recently introduced by Educational Testing Service (ETS) to address the assessment needs of educators of young adolescent learners by providing necessary information on their English language proficiency. This study explores the perceptions of key stakeholders (202 student test takers and 9 teachers) of the TOEFL Junior Standard test in an English as a foreign language (EFL) context (an afterschool program in Armenia). The analysis of the data gathered through questionnaires provides insights into the perceptions of test users, suggesting that the test tasks were perceived to be developmentally appropriate for the student test takers and allowed them to demonstrate their English language abilities. The findings of the current study can serve as additional validity evidence for the TOEFL Junior Standard as they reflect the correspondence found between the test construct and test users' perceptions and, thus, support the validity argument for TOEFL Junior Standard score interpretation and use in EFL settings.

How ‘best fit’ excludes international graduates from employment in Australia: a Bourdeusian perspective

ABSTRACT Very few organisations, even local firms, are insulated from global economic activity or the social and cultural consequences of widespread global migration programs such as international education. Nonetheless, established recruitment processes remain stubbornly local, privileging candidates who conform to the criterion of ‘people like us’ to produce a ‘good fit’ in relation to the existing workforce. In a three-year study investigating the employment outcomes of international students graduating from Australian universities in nursing, engineering and accounting, we interviewed potential employers (multinational, medium and small) regarding their recruitment practices. We found employers considered the credential indicated technical competence while the apparently objective criteria like visa eligibility and English language ability (linguistic capital) often filtered out many international student candidates. Additionally, in the context of rising credentialism, employers additionally looked for dispositions of employability or 21st century ‘soft skills’ considered to be transferrable from education into work. But the final form of distinction between applicants was based on whether the applicant would ‘fit in’ to the organisational culture and existing teams. Despite employers agreeing with management discourses extolling the benefits of workforce diversity with regard to gender, cultural and linguistic capitals, recruitment practices saw unconscious bias exercised against international graduates, thus reproducing monocultural rather than inclusive organisations.

Arts engagement and self-esteem in children: results from a propensity score matching analysis.

Self‐esteem is regarded as vital to children's social and cognitive development and emotional well‐being. To date, a few studies have suggested that arts activities can improve self‐esteem in young people. However, such studies mainly focused on small, nonrepresentative samples. In this study, data from 6209 children included in the United Kingdom Millennium Cohort Study were analyzed using propensity score matching to investigate the association between children's arts engagement ((1) listening to or playing music; (2) drawing, painting, or making things; and (3) reading for enjoyment) and self‐esteem at age 11. All three activities were associated with higher levels of self‐esteem when matching for all identified demographic, socioeconomic, and familial confounders. Additionally, the relationship was more prominent when children engaged in these activities with their parents on a regular basis. However, there was no clear evidence that ability in either music or arts activities moderated the relationship with self‐esteem, although English language ability may moderate the association between reading and self‐esteem. These results suggest that initiatives to promote arts engagement in children may provide a practical and efficient way to improve children's self‐esteem. This is the key given self‐esteem in childhood tends to decline as children enter adolescence, yet is linked to lifelong development and well‐being.

Relationships Between Home-Related Factors and Bilingual Abilities: A Study of Chinese–English Dual Language Learners from Immigrant, Low-Income Backgrounds

Focusing on 84 Chinese–English dual language learners (DLLs) in U.S. preschool programs serving children from low-income backgrounds, this study investigated which aspects of the home language and literacy environment and which parenting styles may be related to these DLLs’ oral receptive and expressive language abilities in Chinese and English. Key findings were: (1) the frequency of parental book reading was associated with better expressive English in DLLs; (2) parental book reading (whether in English or in a combination of English and Chinese) was linked to better expressive English in DLLs; (3) DLLs whose parents read to them in Chinese (Chinese-dominant) and those whose parents read to them in both Chinese and English (bilingual language-dominant) achieved better receptive Chinese than those whose parents did not read to them at all; (4) DLLs whose parents used both English and Chinese (bilingual language-dominant) when conversing with them achieved better expressive English than those whose parents used exclusively Chinese (Chinese-dominant); and (5) authoritative parenting was associated with better receptive Chinese in DLLs. Interpretations of the findings were discussed in the context of bilingualism.

Some Challenges in Using Computer-Aided Translation Tools to Facilitate Second Language Fluency in Education

At every level of education, from early years to postgraduate, students can arrive in the UK (or US) classroom with little or no English language ability. It is impossible for teachers to have knowledge of every first language that students bring into the classroom and thus they may rely on a computer-aided translation tool so that their students can have access to the English needed in all subjects across the curriculum. At the same time, students need to move from basic English skills in listening, speaking, reading and writing towards the subtleties of academic English which they must achieve in order to reach the UK government’s required standards in English at every level of assessment. Using her extensive knowledge of the challenges that students learning English as an Additional Language (EAL) and their teachers face in the classroom situation and the English needed in assessments, the author examines possible benefits of computer-aided translation tools such as Google Translate and Talking Pen and outlines some of the problems and drawbacks with such tools that create barriers to acquiring full academic fluency, thus posing challenges to future translation tool developers.

OPTIMIZING WRITTEN CONTROL OF KNOWLEDGE, ABILITIES AND SKILLS ON THE SUBJECT “ENGLISH FOR SPECIAL PURPOSES”(ENGLISH FOR TECHNICAL SPECIALTIES)

The article defines the notion of written control of “English for Technical Specialties” as that which may reflect the professional technical English language knowledge, abilities and skills in reading, listening, and writing and to some extent speaking. It is noted that the written control reflects objective achievement results, while the individual approach is absent, which is a drawback due to standardized evaluation criteria. Another disadvantage of written control is students’ cheating possibility. It is outlined that the written control is an optimum kind of the professional lexical units’ knowledge control as well as the grammar constructs and stylistic peculiarities of technical English. The authors define the following recommended types of written control exercises: the productive, reproductive and partially reproductive ones: multiple-choice test, filling in test, regrouping test, sentence transformation test, correcting mistakes, constructed answer test, “question – answer” test and the “translation” test. The authors recommend to group within one test sheet exercises, starting with the reproductive and partially reproductive, with the productive ones in the end. The article establishes basic principles of written control: hierarchy, management and system implementation. Due to the conducted literature data analysis and authors’ personal teaching experience the optimum written test structure has been defined as that including 4-5 tasks, consisting of 5 points each, which include control of lexical units on the theme, context of the theme, grammar constructions and the abilities and skills of listening or professional writing. The authors offer to make up the written tasks bank, grouping various tasks into various test subkinds, to be approved by the English tutors’ Council, Department of Foreign Languages or even the Faculty.

Effectiveness of SVRK Learning Model to Improve English Language Ability of Kahuripan Kediri University Agricultural Students

Tujuan penelitian ini yaitu untuk mengetahui kemampuan berbahasa Inggris mahasiswa setelah menggunakan model pembelajaran SVRK dalam pembelajaran bahasa Inggris bagi mahasiswa pertanian. Peneliti ingin mengetahui apakah model pembelajaran SVRK dapat meningkatkan kemampuan berbahasa Inggris mahasiswa Fakultas Pertanian Universitas Kahuripan Kediri. Sampel dalam penelitian ini berjumlah 19 mahasiswa yang berasar dari Fakultas Pertanian Universitas Kahuripan Kediri. Hasil penelitian menunjukkan bahwa diketahui t-value lebih tinggi dari t-critical = (7,935> 1,734). Dengan demikian dapat disimpulkan bahwa ada peningkatan yang signifikan terhadap kemampuan berbahasa Inggris mahasiswa setelah diajar menggunakan model pembelajaran SVRK. Untuk itu, peneliti memberikan rekomendasi untuk dapat menggunakan model SVRK pada pembelajaran kelas bahasa Inggris di fakultas pertanian khususnya dan mahasiswa pada program studi yang lain pada umumnya.

Cultivation Strategies of Professional English Ability of Cruise Service Program in Chinese Higher Vocational Schools

China's cruise industry has developed rapidly. The major international cruise companies have entered the Chinese market, and the number of cruise tourists has also increased. However, the speed of China's cruise talent training is lagging behind the speed of industry development, and the quality of talents does not meet the requirements of enterprises. This paper analyzes the professional ability of the work position in the service department on board, and proposes six countermeasures to improve the English ability of cruise service-oriented students in China's higher vocational colleges: implementing the ability-based teaching philosophy, clarifying the professional English teaching objectives, and carrying out the use of ESP classroom teaching method, designing teaching plans and contents based on industry standards, clarifying the evaluation standards of the students’ English language ability, and training the competent professional English teachers. For improving the English language ability of the students of the cruise service program, the paper concludes that the teachers need to establish a teaching philosophy based on competency, apply the ESP classroom teaching method, and to be trained with both English language teaching ability and cruise industry knowledge.

Effects of Relative Language Abilities on Cross-Language Generalization Following Aphasia Treatment

Effects of Relative Language Abilities on Cross-Language Generalization Following Aphasia Treatment

Cognitive and Non-Cognitive Abilities of Immigrants: New Perspectives on Migrant Quality from a Selective Immigration Country

Many countries adopt selective immigration policies to boost migrant quality. Recent theoretical work suggests that migrant selection based on observable characteristics (education, language proficiency) is likely to affect migrants’ unobservable characteristics. We contribute to this literature by quantifying traditionally unobservable components of migrant quality in Australia, a high-income, high-migrant share OECD country with a selective immigration policy. Using nationally representative survey data, we proxy migrant quality with standard measures of the Big-Five personality traits and cognitive ability. We find that although first-generation immigrants score significantly lower on English language ability, they outperform non-immigrant Australians in extraversion, conscientiousness, and openness to new experiences, traits which are associated with better sociability, norm adherence, and creativity. The migrant premium in non-cognitive ability has been particularly high since Australia introduced selective immigration policies, which admitted migrants regardless of nationality but based on personal attributes. The migrant premium in personality is passed on to the second generation. Whilst the off-spring no longer experiences language penalties, it scores significantly higher on conscientiousness, agreeableness, a trait associated with altruism, and executive function. Despite higher levels of human capital, neither first nor second-generation immigrants outperform non-immigrant Australians in labor-market returns and occupational prestige.

Phrasal Verbs in English as a Second/Foreign Language

Phrasal verbs are used very regularly in the English language, and native English speakers are found to use phrasal verbs on a daily basis and cannot do without the use of phrasal verbs in everyday communicative situations. However, phrasal verbs in English language teaching as a second/foreign language is almost non-existent. That is, English as a second language (ESL)/English as a foreign language (EFL) teaching environments, in the Arab world, and specifically in Iraq, hardly teach the meaning of phrasal verbs to students, and neglect teaching the correct ways of using them, despite the fact that they are an essential part of daily native English communication. Therefore, and due to the vitality of phrasal verbs to native speakers of English, ESL/EFL students should be taught and educated to be capable of understanding and using phrasal verbs when interacting in English because knowledge of phrasal verbs would normally lead to better English language proficiency and more native-like communication. Nonetheless, phrasal verbs are not easy, and students often find them difficult, because phrasal verbs carry a specific meaning which is not inferable from the meaning of its composing words inseparable form as well as other reasons which have been explained within this paper. Hence, this paper points to the necessity of including phrasal verbs in English language teaching. Through implementing a qualitative approach, the aim, within this paper, is to identify and list causes of difficulty that learners of the English language may face when it comes to knowledge of English phrasal verbs, with regard to the spontaneous and fluent use of phrasal verbs by native English speakers. The significance, here, is to point out the need of taking this matter into serious concern and to offer suggestions and recommendations for better English as a second/foreign language learning and teaching, all in hope of better English language proficiency and ability.

Розвиток педагогічної майстерності вчителів іноземної мови в системі післядипломної освіти

The article deals with one of the actual problems today : maimtaining of foreign languages teachers’ skills as the source of development professional competence in the system of postgraduate education, which is capable to reflect effectively normative changes of environment. The main indicator of formed development of professional competence of English teachers in the system of postgraduate education, actually , maintaining of professional skills of teachers in the way of widening of psychological, pedagogical and the subject knowledge and gaining skills according to pedagogical activity of English language teachers, mainly, abilities and readiness to apply the gained knowledge in professional practical activity, that enables to tell about integrated competency skills which are made from dialectically connected parts, knowledge structures, ways of activity, qualities of pers onality.