English Language Communication Research Articles

Emotional Intelligence in the Labor of University Lecturers

The paper examines the problem of the emotional intelligence configuration among lecturers and the importance of the role that this construct plays in their professional activities. The author notes the need to practice emotional intelligence in higher educational institutions to prevent teacher burnout syndrome. The study presented survey results of employees of the Department of English Language and Professional Communication of the Financial University conducted with based on the Rotterdam Emotional Intelligence Scale (REIS) methodology. The author concluded the data obtained can develop and coordinate actions to create a specialized course. This course aims to prevent professional burnout among lecturers by focusing on the major components development of emotional intelligence.

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.

Создание культурно-переводческого продукта для международной коммуникации

International communication is conditioned by modern features of social and cultural context of different regional cultures in the world. The focus of the study is to apply a culture-oriented approach to translation in order for international translators to create their own cultural and translation product for effective English-language communication. The relevance of the paper is due to the need to create on a cultural basis an advanced method of designing a cultural and translation product for the adequate transfer of linguocultural units meaning, consideration of translation text hermeneutics for international communication. The research aims at describing the technology of cultural translation to create a cultural and translation product. The paper presents a three-stage system of work on its creation, features of culture-oriented translation in international communication. The research materials are the results of the Interpreters’ Club translation and research activities at the Faculty of International Relations of the Belarusian State University. Research methods are culture-oriented and organizational-activity approaches to analyze translation activities. The author presents the main results of the research in the form of the developed three stages method. She draws conclusions on the meaningful conduct of intellectual translation activities and outlines the need for special training for translators and interpreters to create their own cultural and translation product for efficient professional international communication

Charting the Globe. A Qualitative Longitudinal Analysis of the Englishes in German Curricula and Textbooks

AbstractFor decades now, researchers and academics have lamented the mismatch between the representation of English in the classroom and the way the language is used in real‐world contexts. Much of teaching is bound by curricula that determine not only the contents of their teaching but also the materials and assessment methods they use, they are crucial to investigating changes within TESOL, which is especially true for the public school system in Germany. It therefore seems pertinent to turn our attention toward the administrative and prescriptive side of the decision‐making process in public school systems. In other words, to understand the ways in which Global Englishes can be, and have been, represented within classroom teaching contexts, it is necessary to scrutinize language curricula and mandatory textbooks. To appropriately evaluate necessary changes and developments toward GELT, we need to take a longitudinal view and identify changes over time, however small they may be. This study outlines changes in the conceptualization of English language and English communication over the last 5o years in accordance with relevant GELT themes in German secondary school. A selection of TESOL curricula alongside TESOL textbooks were analyzed as representative of changes in teaching practice. Structuring content analysis was used to identify changes in the representation of key themes. The curriculum analysis suggests keen awareness of the role English plays as a global communication tool from the 1990s, while the conceptualization of its speakers, speaking contexts, and relevant skills remain largely unchanged as the content analysis revealed a strong attachment to native speaker and standard English ideology throughout the curricula and textbooks.

Practices of and for autonomy in a Pakistani blended learning environment

ABSTRACT Learner Autonomy (LA) was considered irrelevant to Asian educational contexts, at least initially, due to Asian cultural norms characterised by conformity and respect for authority in general. This study seeks to highlight how Pakistani English language teachers and learners are engaging in certain practices of autonomy without consciously aiming for it. Questionnaire and Semi-structured interviews were used as primary tools for data collection for this study involving 150 students and 9 teachers across 3 campuses of a professional education university. Findings of the study show that teachers and learners of a Blended Learning (BL) English Language Communication course switched traditional roles within the class with a sense of shared responsibility and decision making. Learners engaged in a variety of meaningful activities while digital technology was welcomed as a new partner in the learning process and students exhibited increased awareness and evaluation of digital learning resources both inside and outside the class.

PHRASEOLOGICAL UNITS WITH SOMATIC COMPONENTS

This article introduces the nature of the functions of body parts and organs, called somatic components, determines the imagery of most somatic phraseology. Somatic phraseological units, commonly known as idioms, are linguistic constructs that use human body-related imagery to convey abstract meanings. They play a fundamental role in English language communication, contributing to the richness and depth of expression.

THE USE OF SPEAKING STATION SITE FOR EFFECTIVE COMMUNICATION IN ESL CLASSROOM

English language teachers or instructors need changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Today, students are expected to use the English language in daily communication as well as to learn the workplace English language communication skills. The common speaking lesson in the classroom only requires the students to respond to simple utterances. Thus making some students reluctant to speak. Due to this reason, English language teachers or instructors need to have a solid platform that can guide them in planning and creating better ESL classroom communication. This research was conducted with the aim to help teachers in conducting effective ESL classroom communication. A speaking station site is created to allow English language teachers or instructors to explore their course of action taken in teaching speaking activities after viewing the speaking station site. This speaking station site offers teachers or instructors a guide in the simplest education technology. The site does not require specific payment and almost all can access the link to the platform. The data was collected through interview questions conducted via Google form. Then, it was analysed quantitatively and qualitatively. The results showed English language teachers or instructors are at ease with the speaking station site as it provides guidelines for them to plan effective communication classes properly. Further improvement can be considered in providing a checklist to ensure teachers or instructors evaluate their course of action.

Linguistic Impact of Augmented Reality (AR) on English Language Use

Augmented Reality (AR) technology has begun to significantly influence human interaction with language, particularly in English language use. Hence, this research examined the influence of Augmented Reality (AR) on communication patterns, the emergence of specialized AR-related language, and its impact on English language norms. For this purpose, 10 Students from the MA TEFL workshop at Allama Iqbal Open University, Islamabad, were selected to conduct detailed interviews. Interview data and its content were analyzed linguistically. These students were also teachers, so the data were used both ways. Through linguistic analysis, it was found that Augmented Reality (AR) significantly influences English language communication patterns by notable shifts in vocabulary, syntax, and discourse structures. Integrating AR-specific terms into everyday language among MA TEFL students signifies a transformative impact on linguistic norms, reflecting a deeper entwinement of language and technology. The study's findings recommended that language educators and curriculum developers should actively integrate AR technology and its associated linguistic elements into English language teaching and learning frameworks.

Use of Chat GPT in English for Engineering Classes: Are Students’ and Teachers’ Views on Its Opportunities and Challenges Similar?

Mobile technologies have become increasingly important in the field of education, providing innovative ways to engage students and enrich their learning experiences. ChatGPT is an innovative tool that can be used in English for Specific Purposes (ESP) classes to engage students, enhance their knowledge and skills, and add variety and interest to the traditional process of learning engineering English, whether accessed through computers or mobile devices. In light of this, the study aims to investigate and compare the attitudes of technical university students and teachers towards using ChatGPT in English classes, as well as their perspectives on academic integrity issues and the strategies they employ when using ChatGPT. The study involved 22 teachers and 60 students from a Ukrainian university. Quantitative research, which involved collecting data through surveys, showed that students exhibited positive attitudes, while teachers took a more neutral approach. Both groups agree that ChatGPT plays a supplementary role in enhancing both hard and soft skills, as well as English language communication skills. However, they emphasized its impact on the development of research skills. The study highlights critical issues related to academic integrity, specifically the differing perceptions of possible violations between students and teachers. The authors present ideas on integrating ChatGPT into ESP classes, enabling teachers to leverage artificial intelligence (AI) tools for language learning and adapt to changing educational landscapes. The study emphasizes the importance of integrating ChatGPT effectively into engineering English classes to support students’ learning. While emphasizing the importance of guidelines for academic integrity, it also advocates for the creative use of AI tools by teachers and students. Addressing the disparity in attitudes suggests providing teacher professional development to ensure proficient use of AI tools.

ELF Communication Strategies: A Pedagogical Intervention Pilot Study

AbstractThis study investigated the feasibility and effectiveness of ELF communication strategy instruction for university students’ communicative competence. Conceptual studies on ELF‐informed pedagogy stress the importance of teaching strategies, which promote mutual understanding and positive relationships, but few empirical pedagogical studies exist. This gap seriously hinders efforts to develop more inclusive English language and intercultural communication teaching practices that meet real‐world communication needs. In response, this pilot study developed and tested the effectiveness of instructional materials and assessment instruments for teaching ELF communication strategies. These materials were pilot tested with 26 L1 and LX English speaking participants. The two assessments resulted in statistically significant improvements from pre‐ to posttest with small effect sizes. Participant opinion survey responses were overwhelmingly positive. Based on these encouraging preliminary results, follow‐up pedagogical studies should expand on this pilot study to yield a more comprehensive understanding of ELF communication strategy instruction.

Methodological framework for developing pragmatic communication competence in English to students from vocational technical education ISCED 4

The 21st century require certain demands regarding employment on the labor market. An imperative orientation, in this context, is communication. Effective communication is an essential element in any workplace, or the current global context of the labor market requires employees the ability to communicate in a globally used language - English. Employers evaluate not only the language skills of the candidates, but also their ability to adapt to various professional communication situations: to share ideas, ask questions and answer questions appropriately, in other words they evaluate the competence of pragmatic communication in English language - an imperative requirement in the current context for the professional career. Starting from this idea, the professional-technical education has the duty to develop students’ competence of pragmatic communication in English, to be future specialists in various fields. This article presents the methodological framework for training the competence of pragmatic communication in English for students in ISCED 4 vocational technical education, which represents a scientific-didactic construct created out of theories, principles, didactic methods and learning tasks.

Immediate Processing of Sentences in Language Communication

Sentence processing is a fundamental and critical area of inquiry within the field of language processing, as it plays an essential role in facilitating effective communication. The present study focuses on the immediate processing of sentences in English language communication. The article begins by providing an overview of the basic principles underlying sentence processing. It then delves into the various parsing strategies, including the late closure strategy and the minimal attachment strategy. The modular and interactive models of sentence processing are also presented and discussed. Additionally, the relationship between sentence processing and meaning is explored, with an examination of the role of factors such as presupposition and plausibility in language communication process. Finally, the role of prosody in language processing is expounded upon. The paper draws several conclusions regarding the nature of immediate sentence processing in language communication.

The Impact of Digital Tools on English Language Learning and Communication

English language learning has always been an important aspect of education, enabling individuals to communicate effectively in a global world and participate in social and economic activities. With the emergence of digital tools and technologies, there has been a significant shift in how language learning and communication take place. Given the growing significance of digital literacy in today’s interconnected world, it is pertinent and necessary to investigate how digital tools have altered the process of learning and communicating in English. In order to shed light on the expanding subject of digital language learning, this study will analyse the effects of digital technologies on the acquisition and use of the English language.

English Language Problems and Communication Competence of Students: The Mediating Role of Smartphone Apps in ESL Learning

This study determined the mediating role of smartphone apps in ESL learning on the relationship between English language problems and students' communication competence. Using an adapted survey questionnaire implemented electronically through Google Forms, the data was gathered from the senior high students enrolled in the 1st-semester academic year 2023 – 2024 at three private academic institutions in Davao City. A descriptive-correlational design was utilized. Mean, Pearson r, Linear Regression Analysis, and Medgraph using Sobel z-test were used for the data analysis. Results revealed that students' English language problems were moderate (x̄=2.85). Students' communication competence was high (x̄=3.59), and their use of smartphone apps in ESL learning was high (x̄=4.15). There was a significant negative relationship between English language problems and communication competence (r=-.186, p<0.001) and a significant positive relationship between smartphone app use in ESL learning and communication competence (r=.328, p<0.001). However, the negative relationship between English language problems and smartphone apps use in ESL learning (r=-.034, p=.518) was not statistically significant. Furthermore, Medgraph and Sobel's z-test revealed that smartphone app use in ESL learning had no significant effect on the relationship between English language problems and communication competence (z= -.643, p>0.01). This study contributed significant insight to the discussion of the ubiquitous role of smartphone apps in ESL learning and its implications for communication competence.

AI Based Speech Analysis Framework

The pioneering AI-Based Speech Analysis Framework presented in this research paper was painstakingly created to help people overcome linguistic obstacles, notably in the context of English language communication. Through a thorough speech analysis, the framework's multimodal approach enables real-time evaluation of emotional state, fluency, stress levels, and even identification recognition. This framework delivers a sophisticated and perceptive interpretation of spoken language by utilizing cutting-edge artificial intelligence approaches, hence promoting an enhanced and successful communication experience. The study is focused on four significant sub-objectives, each of which advances the main objective of encouraging increased self-awareness and communication: First, by detecting subtly emotional indicators embedded in the voice, the framework transforms emotional assessment. The AI algorithms identify emotional patterns, such as enthusiasm, trepidation, or tranquility. This in-the-moment emotional analysis creates opportunities for tailored communication techniques and a greater understanding of the speaker's feelings. The framework also introduces a novel way for assessing fluency levels using voice analysis. It analyzes various facets of speech, such as pace, intonation, and lexical decisions, giving language learners immediate feedback on their level of linguistic proficiency. This makes it easier to make focused improvements and to move more easily toward effective communication. The framework also discusses the complex relationship between stress and good communication. It measures stress levels through vocal pattern analysis, offering light on instances of heightened tension or anxiety when speaking. Such knowledge enables people to overcome stress-related hurdles and enhance communication. The framework's capacity to accurately identify people based on distinctive voice traits lies at the heart of its innovation. Language limitations are no obstacle to this identity recognition technology, which provides an effective and secure method of identification in a variety of settings. Voice-based identification detection accelerates procedures and promotes inclusion in a variety of settings, including work settings and public services. The development of an AI-Based Speech Analysis Framework that reveals fresh angles in language evaluation and communication improvement is the culmination of this research. It not only encourages self-improvement but also highlights the revolutionary potential of AI in redefining language landscapes and promoting true connections by merging emotional, fluency, stress analysis, and identity identification through voice.

DIGITAL TOOLS FOR ENGLISH LANGUAGE LEARNING IN PHARMACY EDUCATION PROGRAMS

In response to the increasing demand for effective English language communication skills in the pharmaceutical domain, this study explores the integration of digital tools within pharmacy education programs. The globalized nature of the pharmaceutical industry necessitates a thorough examination of innovative strategies to enhance language proficiency among students. Utilizing a mixed-methods approach, the research combines quantitative assessments and qualitative analyses to investigate the impact of various digital tools on language learning outcomes, student engagement, and the practical application of acquired skills.The quantitative component involves evaluating language proficiency levels through surveys and assessments, providing a quantitative measure of the effectiveness of digital tools. Concurrently, qualitative analyses, including interviews and focus group discussions, aim to uncover insights into learner experiences, preferences, and the challenges associated with integrating digital tools into language learning curricula within pharmacy education programs. The study's significance lies in its potential to inform educators, curriculum developers, and policymakers about the benefits of leveraging digital tools for English language learning in pharmacy education. By tailoring strategies to enhance communication skills, the research seeks to prepare future pharmacy professionals to navigate the diverse linguistic landscape of the pharmaceutical industry. The findings contribute to the ongoing discourse on innovative teaching methodologies, providing actionable insights for stakeholders committed to fostering language proficiency and effective communication in pharmacy education programs.

Challenges and Strategies in Workplace English Communication: Undergraduate Accountant Internship

Competency in occupational English is crucial among university graduates in Malaysia. Nevertheless, there have been constant concerns regarding the graduates’ need for English communication skills. In order to overcome the challenges and become competent, they need to employ strategies that would assist them to remain relevant and sustainable during their internship. This paper presents the challenges and strategies in workplace English Communication among undergraduate accountant internships. Attempts undertaken by the accounting interns in overcoming the challenges in English language communication during their six-month internship experiences at respective companies in Kuala Lumpur, Malaysia, are also discussed. The study employed a qualitative research method using face-to-face, semi-structured interviews with five (5) interns from the Faculty of Economics and Management of a public university in Malaysia. Interviews with two managers and a supervisor who were the persons in charge of the interns were also carried out. The interview data was transcribed verbatim and analysed using Braun and Clarke’s six-step thematic analysis. The interns’ data was triangulated with the supervisor and managers’ views and later validated by three independent coders using Cohen’s Kappa Reliability Test. The strategies employed by the accounting interns in overcoming the English language communication challenges included speaking English with non-Malay colleagues, seeking help from the supervisor, consulting colleagues or seniors’ expertise, and reading work-related documents. The implications of the findings focus on university administrators to strengthen the teaching and learning of the English language and help undergraduates improve their communication skills in English are also discussed in this paper.

COMMUNICATION ORIENTED APPROACH TO THE FORMATION OF GRAMMAR COMPETENCE IN THE STUDENTS OF HIGHER MEDICAL EDUCATIONAL INSTITUTIONS

The article deals with grounding of the use of English grammar tasks as a component of forming communicative competence in the students of higher medical educational institutions. The essence of grammar competence as an important component of the future medic's communicative competence is found out, and the need for learning grammar in order to be able to express one’s thoughts properly is emphasized. English communicative approach to medical students’ professional competence is an integral aspect of professionally oriented study at the higher medical educational institution, and is formed through mastering the specifics of language competence at its phonetic, lexical, and grammar levels, particular attention being focused on the analysis of scientifically grounded classification of the exercise system aimed at the formation of grammar competence as a fundamental basis for professionally targeted English course. The issues of semantic content for professionally targeted English, selection of training grammatical material, and development of communicative component in the process of students' mastering English language skills are under consideration. Main components of medical students' grammar competence are characterized; science-based classification of grammar tasks for the formation of English language communication is considered, the emphasis being put on the role of grammar for the proper formulation of thoughts. Both theoretical and methodological aspects of communicative approach to learning English grammar, which is studied through combining grammar, lexical, and phonetic phenomena, are covered. In particular, when teaching correct sentence construction, their semantic and thematic content are considered, grammar skills being formed both at the level of separate structures and fluent dialogue-monologue speech. The use of communicative type grammar tasks at professionally targeted classes of English has been found to develop speech skills and abilities that make possible to estimate and express one's thoughts along with training attention, memory, developing thinking and having high motivation characteristics.

Neuropedagogy of Communication-Imitation Opportunities for the Ukrainian English Teacher

The article tells about the problems of motivation, specificity and effectiveness of using chatbots by Ukrainian humanities students when studying English and, based on the analysis of sociological data, provides new recommendations for the English language teacher.
 The purpose of the article is to define the problem of using new communicative-simulation opportunities of today's chatbots "from the inside", i.e. from the point of view of personal motivation of the participants of the educational process. This allowed us to understand the more general and invariant neuro-pedagogical mechanisms of the stimulation anthropomorphic environment and tools in English language learning.
 The authors used sociological, statistical, modeling-predictive pedagogical methods in order to outline the real picture of students' use of chatbots in English studies on the basis of existing neuroscience theories and real student priorities and to provide general methodological recommendations for modeling communicative-simulation technology in linguistic pedagogy.
 The main result of the article is to objectify the real neuropsychological picture of students' motivation in English-language communication in chatbots, as well as to present five-component gradation of scenarios for chatbots use by students with different levels of academic knowledge, personal pretensions and self-organization abilities.
 The theoretical conclusions of the article consist in: a) confirmation and further development of already existing provisions on the use of simulation technologies; b) essays on Ukrainian specifics of using chatbots in English language learning in the context of the neuro-pedagogical approach; c) proving the thesis that English-language chatbots are used outside educational plans and are mostly an optional, spontaneous or personal intension tool in learning a foreign language.

ELT via INTERACTIVE METHODS: ADVANTAGES, FEATURES AND STRUCTURE

The article reveals the aspects of implementation interactive methods. The authors underline that the modern educational research underline that the use of interactive methods has become the subject of scientific work of the national and foreign pedagogues. Today, more than ever, the awareness and skillful use of interactive technologies affect workplaces, education, scientific development, market and political cooperation, communications, and more. Gadgets are no longer reserved for a select few as they exist in all forms of modern life, including educational institutions. The authors make streets on the fact that today we should adjust to process of the educational transformation, which takes place in the whole world. Thus, the interactive technologies gain the world-wide popularity due to the access to the internet of the participants of the educational activities. The Interactive methods effectively improve the students' academic achievements. They are oriented on the active participation in the educational process. They are able to upgrade the motivation and to develop the educational cognitive independence. Thus, teachers of the 21st century will use different interactive technologies. That’s why we have to correct the educational training of our students considering the theory and practice of the interactive technologies in ELT (English language teaching). The authors try to prove that the ELT has to be oriented on the interactive learning because it is able to form soft skills, to develop the English language communication, to form communicative strategies of the students. Thanks to the IM (interactive methods) we help students to improve the skills of the team-work, to upgrade the logical skills skills (analysis, synthesis, goal setting, problem-solving etc.) We should also take into account that the implementation of the IM guarantees that the students will work in the positive, relaxed atmosphere, developing their emotional intellect. Therefore, it is important to use interactive teaching methods, which play an important role in understanding the subject, as well as to develop spontaneous speech skills, in order to effectively teach English to primary school students and for better memorization. They promote better learning and increase the motivation of primary school students. Using the appropriate IM we can effectively upgrade the students’ motivation during the ELT within educational and extra-educational activities. Keywords: interactive, interactive methods, learning, effective education, technologies, ELT.