English Language Competence Research Articles

Enhancing English Competence Based on TOEFL Result with the Use of the Expert System with Forward Chaining Method

This article delves into a progressive approach for enhancing English competence based on TOEFL results through the utilization of an expert system employing the forward chaining method. As a benchmark for English proficiency, TOEFL necessitates a strategic and personalized approach to address individual weaknesses. The proposed expert system analyzes TOEFL performance, identifies specific areas of improvement, and tailors learning pathways accordingly. By employing forward chaining, the system can effectively guide learners through a logical progression of targeted exercises, tailored study plans, and recommended resources to fortify identified language skill deficits. This article sheds light on how this innovative integration of technology and pedagogy can significantly bolster English language competence for TOEFL success and the overall English language proficiency.
 Keywords: expert system, forward Chaining, TOEFL

Enjoyment and oral English proficiency in future teachers

This study analyzed the relationship between enjoyment and oral English proficiency in Peruvian future teachers. It previously validated a measurement instrument of enjoyment setting for future teachers who are learners of English as a Foreign Language (EFL) and then delved into understanding the role of enjoyment as a predictor of oral proficiency. The sample comprised 119 students from a State Higher School of Education in Peru, randomly selected from various careers and grouped according to English language competency levels ranging from A1 to B1+ based on a subscale inspired by the Common European Framework of Reference (CEFR). Students’ oral proficiency was evaluated using a rubric covering five aspects, and enjoyment was assessed through a nine-question questionnaire. The results initially demonstrated a significant positive relationship (r = 0.900, p < 0.001) between enjoyment and oral proficiency in EFL. Secondly, a linear regression model determined that enjoyment was a highly significant predictor (β = 0.957, p < 0.001) of oral proficiency. These findings support the importance of enjoyment in developing oral proficiency as a reliable tool to predict oral proficiency in EFL in the context of EFL teacher education. This study highlighted a significant influence of enjoyment on oral proficiency in learning EFL to prospective teachers. Results analysis underscored the importance of enjoyment as a significant predictor of oral proficiency, suggesting that promoting enjoyment in the learning and teaching process can be an effective strategy to foster significant development of oral skills in English. These findings have significant implications for teacher education, emphasizing the need to integrate activities and psycho-pedagogical approaches that promote enjoyment in the English classroom. Furthermore, the proposed model was validated as a reliable tool to assess teachers’ enjoyment of learning EFL. Understanding and nurturing enjoyment in learning English can significantly enhance the oral English proficiency of future teachers and, ultimately, contribute to a more robust command of the EFL.

English Language Competence among The First Year Students at Bishop Heber College, Trichy: A Descriptive Study

English Language Competence among The First Year Students at Bishop Heber College, Trichy: A Descriptive Study

Longitudinal associations between German and English language competencies in Grade 9 and educational success

Abstract: Standards-based monitoring of student achievement assumes that the assessments measure relevant competencies and skills for educational success. Students who reach proficiency levels in the assessments designed to represent the standards should be more successful in their schooling career than students reaching lower proficiency levels. However, empirical evidence for the predictive validity of test results and, specifically, proficiency levels used in educational monitoring is scarce. We report associations between proficiency levels reached in a German large-scale educational monitoring study ( N = 1183, Mage = 15.5 and 49% female) based on National Educational Standards for German and English and two indicators of school success observed afterwards. First, we describe the relation between proficiency levels and the highest achieved degree in secondary education. Second, we describe the relation between proficiency levels and grades in English and German exams, taken at the end of secondary level I as part of the central exit examination (Grade 10). Using ordered logistic regressions, we find a strong relation between proficiency levels measured by the tests and both outcomes. Results indicate, for example, that students who failed the minimum standard for the first secondary school-leaving certificate in German reading have twice the probability of leaving school without a degree compared to students who just passed the minimum standard. Our findings show that proficiencies assessed in the large-scale educational monitoring study have substantial predictive power for students' educational careers.

ATTITUDE OF STUDENTS TOWARDS COMMUNICATIVE COMPETENCY IN FOREIGN LANGUAGE AT ENGINEERING STREAM

English has been taught as a second language for many years in India. A causal relationship exists between attitude and learning outcome. Though English learning is a common problem of the students of West Bengal Board but in rural areas this problem is more serious and terrific and gradually this problem is getting the shape of an alarming issue. In this article an attempt is made by the researcher to find out the attitude of under-Engineering students toward Communicative Competency in Foreign Language.The present study has been made with two objectives and two hypotheses. The data has been collected from the samples with standardized scales, analyzed with Statistical analysis of data i.e. mean, SD,t-test using SPSS 22 version.The study has found that the mean of attitude of rural students and the mean of attitude of urban students differs from each other. It means that rural students and urban students are differing in some opinions related to problems of learning communicative competency in English language and there are no such gender wise differences in the attitude toward Communicative Competency in English Language.

English Language Training Assistance to Improve English Language Knowledge and Skills for Atv Ozzy Bali Adventure Employees

In order to improve the ability of Human Resources (HR) in the field of tourism, especially in MSMEs ATV Ozzy Bali Adventure, a community service program was initiated with the main focus on providing assistance and English language training. The aim is to improve employees' knowledge and skills in utilizing English, thereby facilitating improved communication and improving the quality of service for foreign tourists. The two-day service initiative uses a variety of methods, including the delivery of Basic English content through lectures, discussions, Q&A sessions, and on-site mentoring. The results of this training can be seen from the increase in English language competence which can be seen from a significant increase in Post-Test scores compared to Pre-Test results. In addition, there was visible improvement in both verbal and non-verbal English usage skills among the four ATV Ozzy Bali Adventure employees involved in the program.

Use of Electronic Devices in the Teaching and Learning of the English Language in Oyo State Senior Secondary Schools

Purpose: The dwindling standard of Nigerian students’ performances in SSCE English language has become worsened. As a result, this study will focus at employing electronic approach in language teaching called Computer Assisted Language Teaching (CALL) to improve the learners’ poor performances in WASSCE, NECO and UTME and other English language external examinations. Computer Assisted Language Learning (CALL) is a novel electronic approach to language pedagogy being introduced in 1980s in Deakin University, USA was used in this research as a theoretical tool.
 Methodology: This research used Brade’s (2007) teleconferencing and Sussaine Herring’s (2001) Computer Assisted Language Learning (CALL) as theoretical framework for the study. Coupled with this, questionnaires was administered among 360 students and 36 teachers from 18 purposively selected senior secondary schools in Oyo State. Stratified randomly sampling approach was used in selecting the respondents. Besides, electronic tools like projector and other power-point gadgets down-linked equipment gadgets that are used in electronic language teaching called tele-conferencing was purchased for teaching the respondents. A lecture room was furnished for keeping the gadgets purchased and for using video or tele-conferencing in language teaching in teaching the respondents.
 Findings: The findings revealed that this electronic approach to English language in Nigeria has improve the poor standard of students’ performances in external examinations like WASSCE, NECO and also improve students’ communicative and linguistic competence in English language in Oyo State.
 Unique Contribution to Theory, Practice and Policy: The government and educational authorities in Oyo State should prioritize investments in digital infrastructure, including providing schools with an adequate number of electronic devices and ensuring reliable internet connectivity. This will facilitate seamless integration of technology into the teaching and learning process.

The Role of English Speaking- Skills in Career Progression: A Case Study among Sudanese Undergraduate EFL Students

The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.

Learning Model Based on Perspective’s Student

English is a language used for verbal and written communication. A mastery of communication is being able to decipher meaning from data, ideas, and feelings and use language to progress domains such as science, technology, and culture. English language competency is necessary to stay current with changes around the world. This study looked at how various teaching strategies and classroom setups affect students' interest in exploring art and culture. The results show that when the right techniques are used, excellent facilities increase students' motivation and facilitate easier and more effective learning. Furthermore, the provision of high-quality learning environments and the effective use of instructional strategies can support and enhance students' motivation to study.

English Teachers’ Readiness for Home-Based Learning Its Relationship to Teachers’ Performance

The researcher aimed to determine the relationship between English teachers' readiness for home-based learning and their performance. The study's presumed hypothesis was tested using a descriptive correlational design with a significance level of 0.05. The data were analyzed using a variety of statistical measures, including frequency count, mean, and multiple regression analysis, to answer the study question. Furthermore, the researcher used a reliable and valid instrument designed by Mansor et al. (2021) to measure the level of readiness for home-based learning among teacher respondents. Meanwhile, a documentary analysis was used to evaluate the English teachers' performance. The study was evaluated and approved for implementation by the LCUP-REC. To assure consistency, the researcher asked 252 teachers from nine (9) schools in one of Bulacan's educational districts to complete the standardized surveys using Google Form while maintaining rigid anonymity. The data were examined and handled statistically using Statistical Packages for Social Sciences (SPSS). The results indicated a value larger thanthe predetermined 0.05 threshold of significance. The researcher failed to reject the null hypothesis, which states that there is not a significant relationship between English teachers' readiness for home-based learning and their performance. Furthermore, the study proposed a faculty development program concentrating on English language competency as part of teachers' ongoing professional development to improve their level of readiness for home-based learning, particularly in terms of subjective norms.

Analysing ESL Proficiency and its Nexus with Higher Education: A Comprehensive Study on English Language Competency among Indian Engineering Students

This empirical study analyses the role played by Indian National Curriculum Framework and its instructional materials in imparting English language as in relevance with the academic achievement and career development of Indian engineering learners. This endeavour has been studied with an impartial assessment of ESL (English as a Second Language) proficiency among Indian engineering students, encompassing those from both regional and English-medium educational backgrounds. The study used random sampling method to identify 150 mechanical engineering students as its target papulation. It tested the English language proficiency of engineering students from both regional and English medium school backgrounds separately and compared the frequency and mean values of the results. The observations from the tests results (IELTS practice tests - Band Score) showed that students who were educated in an English-speaking environment fare somewhat better than their peers educated in a regional medium background. The outcome and findings from the result opines that ESL teaching and learning among students in regional medium schools in India has not attained its zenith. It is below par excellence when compared with English medium schools. This is owing to a curricular structure that does not appear to be suitable for India's diverse classrooms (Indian heterogeneous classrooms). Therefore, the researchers proposed a curriculum which is flexible, impartial, and capable of supporting all sorts of students’ educational needs by pairing with English language skills

From Words to Research: Examining the Role of Language Competencies in Shaping Attitudes Towards Doing Research Projects

The study examines the impact of language competencies on attitudes towards doing research projects. Specifically, the study focuses on the impact of first-language competence (Urdu), second-language competence (English), code-switching competence, and bilingual competence on attitudes towards doing research projects among undergraduate students. Employing convenience sampling, a sample of 500 undergraduate students from various disciplines at two public sector universities in Pakistan was selected. The data were collected through a well-structured questionnaire with questions related to language competencies and attitudes towards doing research projects. The hypotheses were tested using SmartPLS-4. The results revealed that first language competence, English language competence, code-switching competence, and bilingual competence have a significant and positive impact on attitudes towards doing research projects. The findings suggest that language competencies play an important role in shaping students' attitudes towards doing research projects. The study emphasizes the significance of students' language competence in developing positive attitudes towards doing research projects. Practical implications for educators, researchers, and policymakers are also discussed.

DIGITALISASI BAHAN AJAR SUPPLEMENTARY BERBASIS AJARAN TRI-N UNTUK MENGEMBANGKAN KOMPETENSI BAHASA INGGRIS SISWA SEKOLAH DASAR

The purposes of this study were to: (1) describe the analysis of the digital teaching materials needed in Tri-N teaching-based learning to develop English language proficiency in elementary schools; (2) describe the feasibility of digital teaching materials based on Tri-N teachings from experts and stakeholders; and (3) describe digital teaching materials based on Tri-N teachings that are efficient for improving elementary students' English competence. A new English learning tool and instructional materials were developed as part of this study. The development approach, often known as research and development (R&D), is being used in this qualitative and quantitative research. Interviews, questionnaires, and observation were the tools employed. Students in grades 5 at SDN Planjan II, SDN Planjan 1, and SDN Monggol served as the research subjects. The development model of Borg & Gall (2003: 775) served as the foundation for the research methods. The study's development process was divided into 10 stages, including research and data gathering, planning, development of the initial form of the product, initial field trials, product revision, field trials, operational product revisions, operational field trials, final product revisions, and dissemination. The results of this research show (1) an analysis of the need for digital teaching materials in Tri-N teaching-based learning to develop English language competence in elementary schools is very necessary. (2) RPP and digital supplementary teaching materials based on Tri-N teachings to be used as teaching materials for extracurricular English activities in elementary schools are feasible based on validation results by 1 expert and 2 stakeholders. The average score obtained was a percentage of 88.6% from expert validation which was categorized as "Very Eligible" and a percentage of 90.36% from stakeholder validation which was categorized as "Very Eligible". (3) The final product of digital teaching materials is declared suitable for use with a sig value. (2 tailed) is <0.05, then Ho1 is rejected and Ha1 is accepted so that there is a significant influence of the use of digital teaching materials on learning outcomes.

THE HOCKEY COLLECTIVE IDENTITY: COGNITIVE AND PSYCHOLOGICAL APPROACHES TO THE DISCOURSE ANALYSIS (Verbal and Multimodal Aspects)

The associative and interpretative analysis of speech units is a traditional practice in discourse analysis that is involved in discourse studies to demonstrate how participants of communication mutually agree on the meaning they structure during the discourse. The controlled experiments are held under conditions that are relatively unusual for the natural discourse practice as in the real-time discourse the process of meaning structuring and reconstruction is due to deep involvement in the situational context. That is why the purpose of our study was to complete the experiment’s results with the mental models or situation models reflecting the categories of thinking during structuring hockey discourse in order to develop the idea of collective hockey identity that arises from the discourse because of some typical discourse structures and typical language behaviour in the process of discourse. The purpose of the research enabled several tasks to be solved. The first one was to define whether there are any peculiarities of the hockey discourse. Secondly, to reconstruct a collective hockey identity according to the discourse they construct during communication. These tasks helped us to characterize the participants of hockey discourse as the ones with the status of “in-group” members and gives them a special level of trust from other members of the social group. The methods of the discourse analysis together with the cognitive modeling compose the basis of the research. In experiments 1 and 2, we found that the “in-member” and “off-member” statuses are drawn and ascribed by the participants according to the ability to correctly structure the meaning in hockey discourse. The cognitive analysis enabled us to build a cognitive model of collective hockey identity that is based on the representations of the hockey world drawn from the discourse in social media (Instagram pages of the NHL teams). Results of the experiments and cognitive modeling of the dominant concepts of the hockey collective identity prove several hypotheses. We found social effects of status demonstration via the construction of meaning in the process of discourse and the importance of being “in-member” for effective communication and satisfaction of the participants. Differences in hockey-oriented conversation between in-group members and off-group members are proved as we assumed in the hypothesis. We provide some evidence that in-group members` and off-group members` reconstruction of the meaning in communication can differ in conversations that are focused on a specific collaborative goal, though their verbal behavior is moderated by the employment of clear general vocabulary.Though the methods of the study introduce literal and statistical noise, putting people into more naturalistic contexts and examining discourse between interlocutors who have various levels of the English language competence can reveal differences that are hidden or discouraged in the laboratory.

Enhancing English Language Proficiency in HRM: A Strategic Imperative for Logistics Efficiency

Good human resource management is critical to organizational success in the frantic logistics environment. The importance of English language skills in this setting cannot be overstated. This study piece dives into the interconnected connection between human resource management and English language abilities in the logistics sector. The internationalization of trade and the spread of supply chains across borders has prompted the development of a common language for communication. English, as the international corporate lingua franca, is critical in overcoming linguistic gaps across varied logistics teams and stakeholders. This article discusses the significant impact that English proficiency has on numerous facets of logistics operations. This study looks into the critical importance of English language competency in human resource management in the logistics industry, focusing on cross-cultural communication, talent acquisition, and retention. A comprehensive analysis of the literature, case studies, and surveys within the logistics industry was conducted to assess the significance of English language skills. Our research demonstrates a significant link between English language competency and effective cross-cultural communication, which is essential for timely information exchange in logistics operations. The strategic importance of English language ability for logistics organizations is highlighted by this research. In order to enable the staff to communicate effectively and promote operational excellence, it highlights the need for ongoing investment in language training programs. The findings of this study highlight the fact that comprehending English is a strategic need in the field of global logistics, not just a desired talent.

IMPLEMENTATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN TEACHING ENGLISH TO TECHNICAL STUDENTS IN ALGERIAN HIGHER EDUCATION

Content and Language Integrated Learning (CLIL) has become a crucial construct in the context of teaching and learning worldwide. Despite this, relatively limited research has been undertaken to explore its implementation in Algerian tertiary education. The latter has witnessed, more recently, an increased interest in the development of technical graduates' English language skills and content knowledge necessary both in academic and professional scopes. This paper aims to provide insights on the effectiveness of CLIL as an innovative approach in Algeria. It seeks first to explore students' attitudes towards learning English in the faculty of technology at the University of Medea in Algeria. Second, based on the data of an experimental study collected through a questionnaire, pretest and posttest, and class observation, this paper investigates the impacts of CLIL implementation to improve technical students' English language competence, content learning as well as their attitudes towards English. The sample of participants included 30 students divided into an experimental and a control group. The study’s findings revealed that students possessed deficient subjectspecific content knowledge and exhibited notably low interest in the course, both of which contributed to their negative attitudes toward English. The results emphasized the significant role of CLIL implementation in promoting content knowledge and language proficiency of the experimental group students over the control group, as well as in improving their attitudes towards English. This paper concludes with several implications regarding ways to implement CLIL in teaching both content and language for technical subjects in Algerian higher education

Immigrants and Inequality: Evidence from a Minor-Emerging Gateway Metropolitan Area in NC

abstract: Socioeconomic inequalities among foreign-born populations in the United States in minor-emerging gateways are rarely discussed in existing inequality literature. This study helps to fill that gap by examining inequality and spatial integration among immigrant, US–born White, and Black populations in a minor gateway metropolitan area of Greensboro–High Point, NC. The 2020 Census five-year (2016–2020) estimate of American Community Survey (ACS) housing and demographic data, the location quotient (LQ), Lorenz curve, and Gini Index are utilized. The LQ values suggest immigrant groups are more concentrated with Black populations than White populations, but US–born Black and White populations are far more segregated than immigrant groups. Lorenz curve and Gini coefficients confirm that White populations experience the least inequality while the greatest income inequality exists among US–born Black populations, followed by immigrant populations. Further, disparities in income are greater for immigrants living in their underrepresented communities than those who live in overrepresented neighborhoods. The study concludes that immigrant populations living in segregated neighborhoods with a higher proportion of racial and ethnic minorities have lower education and English language competency than those living in neighborhoods with a higher percentage of US–born residents, and hence have lower income inequality among populations.

Neurocognitive, Sociocultural, and Psychological Factors Impacting Medication Beliefs Among HIV-Seropositive Latinx Adults.

Among Latinx people living with HIV (PLWH), neurocognitive (NC) function, culture, and mental health impact medication adherence. Similarly, health beliefs and attitudes play a role in health care barriers and health behaviors. Research has not examined the effect that compromised neurocognition, sociocultural factors, and mental health have on health beliefs and attitudes. This is especially relevant for Latinx PLWH who are disproportionately impacted by HIV, given that sociocultural factors may uniquely impact HIV-related NC and psychological sequelae. This study investigated the associations between neurocognition, sociocultural factors, mental health, health beliefs, and health attitudes among Latinx HIV-seropositive adults. Within a sample of 100 Latinx PLWH, better verbal learning and executive functioning abilities were associated with more positive attitudes about the benefits of medications and memory for medications. In terms of sociocultural factors, higher English language competence was related to better self-reported memory for medications, and overall, higher US acculturation was associated with more positive attitudes toward health professionals. Depressive symptomatology was negatively associated with attitudes toward medications and health professionals, as well as with self-reported memory for medications. These findings highlight the important interplay between NC, sociocultural, psychological factors, and health beliefs among Latinx PLWH. Adherence intervention strategies and suggestions for dispensing medical information are presented for clinicians and health care practitioners.

Effective teaching strategies in "The Ron Clark Story" for teaching English as a foreign language

The need for improved language education approaches is critical given the current globalized world's growing demand for English language competency. Barriers based on language might prevent people from communicating and limit their chances. The goal of this study is to address the urgent need for creative and practical approaches to teaching foreign languages in order to enable students to get the language proficiency necessary for success in a globalized and multicultural society. The study explores effective teaching strategies in teaching and learning English as a foreign language, drawing insights from the movie "The Ron Clark Story." The research examines the alignment between the teaching strategies depicted in the movie and existing literature, specifically focusing on cognitive thinking and behavior. The research findings emphasize the significance of engaging in active social interactions, critical thinking, research, and evaluation to promote cognitive growth and improve language acquisition. The movie effectively showcases the positive impact of teaching strategies such as modeling, positive reinforcement, and structured learning on students' behavior. These findings imply that educators can implement these strategies to enhance cognitive growth and language learning and create a positive and engaging learning environment for English language learners in the classroom. The movie is a valuable resource and inspiration for educators seeking innovative approaches to teaching English as a foreign language. This research contributes to the existing body of knowledge on effective teaching strategies and their impact on cognitive thinking and behavior in the context of English language education.

MAPPING TOEFL PREDICTION SCORE RESULT BASED ON CEFR STANDARD AND TEST TAKERS’ PREPARATION PATTERN

TOEFL Prediction score can also be seen as the benchmark of English Language Competence of the institution. This study looked into the types of preparation and the length of preparation and TOEFL Preparation Score result. The data were collected from 2 sources: online survey and the score compilation record from Pusat Studi Bahasa (PSB) Unpatti. There were 702 respondents to the survey which was distributed from November 9th to December 28th 2022. The respondents were TOEFL Prediction test-takers from Unpatti Ambon, PSDKU Aru, PSDKU MBD, and general Public. The result from the data analysis shows that 87.5% of test-taker have some sort of preparation before the test, the most common type of preparation is self-study (85,5%), and the most common length of preparation taken by test-takers is on average 1 week (70,5%). Lastly, overall test score indicated that majority of test takers (71.65%) were in A2 level and 26.64% were in A1 level based on CEFR. This suggested that 89.9% the graduates (test-takers) may be failing when competing in the world of job seeking and scholarship hunting.