Knowledge Of English Language Research Articles

Corpus-based Multi-dimensional Analysis of the Register Features of Financial News

Nowadays, people rely heavily on financial news media to get financial updates. But as is well known, for non-native speakers of English, in order to fully understand such news, they also need to learn some register features of such financial news besides adequate English language knowledge. The purpose of this study is to explore and analyze the linguistic features of English financial news, and to help readers effectively understand financial news. Specifically, this study employes multi-feature/multi-dimensional analysis (henceforth MF/MD) method to analyze the register characteristics of English financial news based on the theory of register. Through analyzing the self-compiled corpus of financial news, it is found that that the financial news has four major register features: interactivity, persuasion, information and professionalism. These findings will shed lights on the understanding of financial news as well as the learning and teaching of financial/business English.

INSTRUCTIONAL DESIGN IN FOSTERING TOURISM SPECIALISTS' COMMUNICATIVE AND COGNITIVE ABILITIES

Currently, since the tourism industry's rapid growth, there is a need to make some changes in the education programs. In particular, the focus is on the effective use of various tools and approaches that contribute to the education system in the tourism industry to increase students’communicative and cognitive skills. The authors researched 2nd-year students in the speciality "6B11101 - Tourism" for this work. This research work lasted 3 months and covered 70 students. Two groups of students were formed: a control group (receiving standard teaching methods) and an experimental group (receiving a particular teaching program to improve communicative and cognitive skills). The research’s primary goal was to improve tourism students’ communicative and cognitive skills and enhance their English language knowledge. For this reason, a unique teaching manual was created, and critical thinking strategies were used. The pre-test and post-test results were obtained during the research work, in order to realize and compare the results of the students. The methods used were recognized as effective in improving the communicative and cognitive abilities of tourism students. The teaching manual which was created during the research enables English teachers to apply it in the education programs of tourism specialists and can be used as practical work for tourism students.

Gentlemen, husbandmen, and industrious wives: The role of gender in imagining Indian agriculture

The Agricultural and Horticultural Society of India (AHSI), founded in 1820, remains the most important producer of English-language knowledge regarding the cultivation of plants in colonial India. Members included missionaries, colonial officials, tea and indigo planters, merchants and bankers, as well as the Bengali bhadralok elites of Calcutta and some Indian princes. The writings it produced were highly gendered. Often they focus on how “improving” the political economy and agricultural productivity would create masculine identities, such as gentlemen landowners and industrious peasant husbandman. Yet I also argue that women’s agricultural work was fundamental in imagining this path towards “improvement.” Using descriptions of Indian farming and labor practices from the Society’s meeting minutes and published transactions, as well as additional writings by its members and missionary founders, I show how many European members of the Society viewed women working outside of domestic pursuits as a sign of Indian inferiority. At the same time, many argued for the benefits of women’s work, which they viewed as fundamental in making Indian households more productive. Women and their labor were a lynchpin in creating the idea of the effeminate Indian man as well as the solution for improving him. It was this intersection of race with gender which helped to define agriculture as a discipline much closer to practical knowledge than abstract science. While some European women were able to participate in the Society’s production of scientific knowledge because of agriculture’s practical nature, Indian knowledge (whether from men or women) tended to be openly dismissed as tradition or habit rather than truly practical. The overlap of gender with race consequently helped to create a hierarchy between practical knowledge and tradition.

The Implementation Methods of the Ideological and Political Theories Teaching in Foreign Majors: A Case Study of Comprehensive English Course

Ideological and political theories teaching is an education and teaching concept with Chinese characteristics, which is an introduction of ideological and political elements in all kinds of curriculum teaching. It is aimed at guiding students to establish correct outlook on the world, life and values. During the study of foreign language and culture, students are more susceptible to the impact of diverse cultures, values and ideologies. Therefore, colleges and universities should strengthen the cultivation of patriotism, national consciousness and core socialist values of foreign language students. As a college Foreign Majors course, Comprehensive English course has the advantage of playing the function of implicit ideological and political education. Integrate Chinese elements and patriotic education while teaching English language knowledge and skills. This paper analyzes the understanding of ideological and political theory teaching, teaching content, evaluation system, teaching process and other ways to integrate ideological and political education into the teaching of comprehensive English courses. It is conducive to cultivating students' patriotism and training high-quality foreign language specialists.

Improving pre-service English teachers’ native cultural knowledge and English language knowledge of native culture in a PBL classroom

ABSTRACT Purpose: Globalization underscores the importance of developing language learners' intercultural communication competence (ICC). English language teacher education nowadays thus necessitates pedagogy training on not only linguistic, but also intercultural dimensions. However, the development of PSETs' home-country cultural knowledge (HCK) and English language knowledge of home-country culture (ELKHC) has been overlooked. Given the wide application of project-based learning (PBL), this study aims to enhance Chinese PSETs' HCK and ELKHC via group projects. Top of Form Bottom of Form. Design: The study was conducted within a PSET training course involving 43 participants at a Chinese university. An intervention comprising four group projects was implemented, which required participants to utilize various technologies to showcase Chinese culture via the English language. The instructor's evaluation, students' self-evaluation, and reflective journals were collected. Findings: Quantitative analysis of the students' self-evaluations and the course instructor's evaluations demonstrated that the PSETs made significant progress in HCK and ELKHC. Qualitative analysis of students' reflective journals showed their learning experiences, gains, challenges, and solutions. Originality/value: This study highlights how PBL affords authentic learning experiences and stimulates learning motivation and autonomy. Strategies for helping learners make more progress in HCK and ELKHC via PBL are also discussed. Ultimately, we believe this study offers insights into the training and development of foreign language professionals.

Supporting content and language integrated learning through computer-based dual concept mapping

Among various approaches to teaching and learning English as a foreign language, content and language integrated learning (CLIL), i.e. learning subject content in a non-native language, has received wide attention. Despite its positive effects on language learning, CLIL poses cognitive challenges to learners. To deal with the challenge, prior studies applied concept maps to visualize knowledge structures to support content learning, but paid inadequate attention to visualizing text structure to support language learning. Some studies mixed knowledge structure and text structure in one concept map, failing to help students distinguish between knowledge structure and text structure. It is important to visualize both knowledge structure and text structure and present them in two parallel concept maps to facilitate CLIL. To this end, this study proposed a computer-based dual concept mapping approach visualizing both knowledge structure and text structure of learning content in two parallel concept maps to support science content and English language integrated learning. This study was conducted with 89 eighth-grade students from two classes, who were randomly assigned to either the experimental or control condition. Students’ achievements in English language and science knowledge were assessed by knowledge tests; their cognitive load was measured through a questionnaire survey. By comparing student performance in the two conditions, the study shows that the experimental group experienced a lower level of cognitive load and achieved better learning outcomes in both science knowledge and language performance. Further, there were more significant differences between experimental and control groups for low and medium achievers in English language than for high achievers, indicating that the proposed approach was more beneficial for the former. The findings provide new insights into the pedagogy and strategy for CLIL, that is, visualizing both knowledge structure and text structure of learning content in two parallel concept maps with the support of concept mapping technology.

In-service EFL teachers’ self-perceived receptive skills

Professional English language teachers are expected to master subject knowledge that includes not only their knowledge of English language but also their proficiency in using the language. They can self-assess their proficiency and use their assessment result as the basis for their professional growth since it can inform which areas that still need improvement. Despite the importance of teachers’ self-assessment, there has not been much research on this, especially one that investigates the teachers’ perceived receptive skills. This study, therefore, aims to explore the in-service teachers’ perception of their proficiency level, particularly of their receptive skills. This research uses a descriptive quantitative approach utilizing a survey containing 48 questions of self-perceived reading and listening skills which was distributed to in-service teachers in lower and higher secondary schools in Indonesia. This snowball survey received responses from 449 in-service teachers from various islands in Indonesia such as Java, Bali, Sumatera, Sulawesi, Kalimantan, and Papua. The results show that, in general, the participants considered themselves to be able to comprehend various text types concerning personal and daily issues in both written and spoken modes. However, when it came to comprehending longer texts with more complex linguistic choices and structures in both modes, an increase in the number of participants who struggled was evident. These findings indicate that while most of the in-service teachers were confident in their receptive skills. However, while only limited numbers of in-service teachers’ facing difficulties in comprehend longer and more specialized texts containing complex linguistic resources, support is still needed. Based on these findings, this study discusses several important implications for teacher educators and English teachers in Indonesia and offers recommendations for future research in EFL contexts.

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.

The Use of TOEFL iBT® in Admissions Decisions: Stakeholder Perceptions of Policies and Practices

AbstractThis paper reports partial results from a larger study of how three different groups of stakeholders—university admissions officers, faculty in graduate programs involved in admissions decisions, and Intensive English Program (IEP) faculty—interpret and use TOEFL iBT® scores in making admissions decisions or preparing students to meet minimum test score requirements. Our overall goal was to gain a better understanding of the perceived role of English language proficiency in admissions decisions and the internal and external factors that inform decisions about acceptable ways to demonstrate proficiency and minimal standards. To that end, we designed surveys for each stakeholder group that contained questions for all groups and questions specific to each group. This report focuses on the questions that were common to all three groups across two areas: (1) understandings of and participation in institutional policy making around English language proficiency tests and (2) knowledge of and attitudes toward the TOEFL iBT test itself. Our results suggested that, as predicted, university admissions staff were the most aware of and involved in policy making but frequently consulted with ESL experts such as IEP faculty when setting policies. This stakeholder group was also the most knowledgeable about the TOEFL iBT test. Faculty in graduate programs varied in their understanding of and involvement in policy making and reported the least familiarity with the test. However, they reported that more information about many aspects of the test would help them make better admissions decisions. The results of the study add to the growing literature on language assessment literacy among various stakeholder groups, especially in terms of identifying aspects of assessment literacy that are important to different groups of stakeholders.

Teaching English Language Writing Skills to the Engineering Students

This research paper proposes that among four (LSRW) skills of language abilities in communication, the writing is definitely the hardest skill for bilingual students. Raimes suggested that the value of writing skills is important to keep the things in record for future. Consequently writing is very crucial for engineering students or any professional field and it represents an important component in one`s professional activity. Byrne, 1988; Hedge, 1988; Tribble, 1996; made the important points that the writing is the process of encoding (putting your message into words) carried out with a reader in mind. Hence one can think that engineers’ writing should be more effective than others moreover to enhance engineers’ writing skills, a teacher has to carefully diagnose engineers’ needs and accordingly design the syllabus with the teaching methods in order to respond. Before conducting a class, the teacher must check the students’ understanding of writing skills, fluency and their knowledge of English language and their lexical accuracy. This approach in the class will help engineers to facilitate their writing skills.

Determinants of English Language Proficiency: A Multifaceted Analysis

This study investigates the determinants of English language proficiency among students at Panyapiwat Institute of Management (PIM) in accordance with the Common European Framework of Reference for Languages (CEFR) standards. The determinant factors under examination encompass students' attitudes, prior English language knowledge, information-seeking behavior, satisfaction with English language learning, teachers' expertise, teacher readiness, teaching methodologies, familial support, environmental factors, and international exposure. Data were gathered through a survey administered to 469 PIM students, and the analysis employed Partial Least Squares Structural Equation Modelling. The findings revealed that five significant factors influence PIM students' English proficiency, namely their prior English language knowledge, inclination toward seeking knowledge, teachers' expertise, classroom environment, and practical language usage experiences. Additionally, the research demonstrated a noteworthy impact of students' Grade Point Average (GPA) and the time dedicated to learning English on their CEFR scores. This study contributes to the field by shedding light on the multifaceted factors influencing English language proficiency among PIM students, offering insights that can inform language education strategies and policies. It emphasizes the importance of prior knowledge, information-seeking behavior, teacher quality, classroom environment, and practical language application in enhancing English language skills. Doi: 10.28991/ESJ-2023-SIED2-020 Full Text: PDF

English Writing Mindsets and Feedback-Seeking Behaviors of Chinese College EFL Students

English writing effectively prompts learners to internalize the English language knowledge gained through reading and listening into their own linguistic and communicative competence, and thus comprehensively contributes to the improvement of their overall English language proficiency. English writing is the ultimate and most fundamental measure of students’ language proficiency. This study sought to investigate the relationship between English writing mindsets and feedback-seeking behaviors of selected Chinese EFL students. In this study, quantitative research was used. The respondents comprised 400 college students from three Chinese universities. Correlational analysis was used to handle the data that were gathered utilizing survey questionnaires. The results demonstrated that, on the whole, the participants tended toward a growth mindset in the setting of English writing mindset and that, by using monitoring or inquiry techniques and delaying feedback seeking, they had a favorable attitude toward feedback-seeking behaviors. Furthermore, the T-test findings indicated gender disparities in mindsets, with males having stronger growth mindset than females. Additionally, correlation analysis revealed a strong relationship between English writing mindsets and feedback-seeking behaviors. Students who frequently applied growth mindset also tended to have higher levels of feedback-seeking behaviors. Finally, pedagogical suggestions were put forward based on these findings.

A geographer's place matters: Reflections from a ‘local scholar’ and the politics of North/South knowledge production

AbstractThe most prominent and influential Geography literatures about the Global South are predominantly produced by scholars in the North and less so by intellectuals whose homes are located in the Global South—the ‘local scholars’. As a Cambodian scholar, I argue that the challenges of participating in collaborative, English language knowledge production derive not merely from skill disparities between international and ‘local’ academics, but also from constraints in finding the right platforms for research and academic expression. Constrained conditions for knowledge participation and expansion are rooted in a long history of colonialism in the Cambodian education system and the contemporary political economy of academia. Rather than directly engage with international intellectual and political discussions, in many cases, Cambodian scholars largely supply compelling stories—in the form of ethnographic evidence, data, images and affect to fuel theoretical debates taking place in the North. Beyond emphasising this well established inequity in the political economy of knowledge production, I contend that being ‘on the ground’ not only equips local scholars with contextual depths but also confines them to think and act locally.

Error Analysis of Academic Essays of Senior High School Students

Students commit errors in their writing compositions due to their lack of English language proficiency and knowledge of the writing conventions. This study sought to analyze the errors committed by Senior High School (SHS) students of the University of Mindanao in their academic essays. The study utilized Corder’s error analysis to examine 100 academic essays of students. The results revealed that under the categories of errors, mechanics has the most problematic errors with 514 error counts (46.98%), followed by omission with 228 error counts (20.84%), addition with 190 error counts (17.37%), substitution with 153 error counts (13.99%), and permutation with nine error counts (0.82%), the least problematic category. The results further revealed that the SHS students are experiencing difficulties in applying grammatical and writing rules in their academic writing, such as appropriate usage of prepositions, omission and addition of affixations, proper structure of sentences, and substituting elements of sentences. The findings imply that consciousness-raising approaches to teaching grammar be used by teachers in school to improve the students’ knowledge of the English grammar and writing conventions.

Challenges in Translating Idiomatic Expressions from English into Arabic

The study aims to shed light on the main challenges encounter universities students in translating idiomatic expressions from English into Arabic and to discuss some translation strategies, which can help students in translating idiomatic expressions from English into Arabic. Therefore, to meet the objectives of this study the researcher used a test consisted of (10) idiomatic expressions for collecting the data of this study. The study is based on descriptive analytical approach. The test is corrected and the results have been analyzed in figures. The main findings of the study is that students of English language really find considerable difficulties in guessing the appropriate meaning of idiomatic expressions. As well, Students’ familiarity with English language idioms is somehow low and their ability to interpret idioms is limited, also translating idioms require mastering their situational occurrences and using the suitable techniques to avoid word-to-word translation and non-equivalence. The researcher also recommends that students need to be exposed more to idiomatic expressions in schools and universities, in order to extend their knowledge.As well as to be familiar with the different idiomatic expressions, moreover, Students should always show on and practice idioms to enrich their English language vocabulary and knowledge.

Использование технологий искусственного интеллекта в российской Арктике на примере Мурманской области

Russian Arctic is a positive example of the introduction of information technologies (Industry 4.0.) as well as artificial intelligence technologies (Industry 5.0.). In the 21st century, IT-technologies have significantly improved quality of life in the Russian Arctic — development of IT camps, access to the Internet from the tundra. Arctic projects related to the AI technologies implementation are becoming increasingly popular: the article provides a list of such Arctic AI projects. An analysis of IT and AI vacancies in all subjects of the Russian Arctic on the website of the headhunter recruitment agency showed that the largest number of IT vacancies was posted directly in the Murmansk Oblast (74 vacancies). The study also analyzed job seek-ers’ resumes in the Murmansk Oblast, posted in the Artificial Intelligence section. The study shows that knowledge of Python programming language, SQL databases and English language is a prerequisite for all AI specialists. It was also determined that the salary of AI specialists is significantly higher than that of IT specialists. The Murmansk Oblast is becoming a leader in the development and implementation of both IT and AI technologies; this is primarily due to the development of logistics and the Northern Sea Route as an alternative to existing sea routes.

Concrete Concept of Business English

Usually, business English mainly refers to the product of the combination of business and English. This subject includes the language application knowledge in all the aspect of business world in order to make sure the smooth going of all parts of business operation. Not only English language knowledge is needed, but also all the knowledge and abilities related to the business. The establishment of this risk assessment system solves the previous risk assessment of enterprises by Banks, which is mainly based on qualitative analysis and less on quantitative analysis, thus leading to the insufficiency of its relatively one-sided judgment standard. From the comprehensive strength and credibility of the two aspects of the study, extract five risk indicators to establish a risk assessment system. Among them, total input price and tax, total output price and tax, and profit rate are the evaluation criteria for the comprehensive strength of an enterprise. These indicators can analyze the production, sales and operation capacity, profitability and production and operation stability of an enterprise to reflect the comprehensive strength of the enterprise. The failure rate of the input transaction and the failure rate of the sales transaction are the evaluation standards of the enterprise's reputation. Such indexes can analyze the production management aspects such as the purchase planning of the enterprise's goods and the production quality management, to reflect the credibility of the enterprise. Therefore, the selection of these two aspects for analysis can fully evaluate the enterprise's credit risk.

Evidence-Based Practice Competency of Registered Nurses in the Greek National Health Service.

Nurses' competency toward evidence-based practice (EBP) has been extensively investigated by several studies worldwide. However, factors affecting the competence of Greek nurses working in the NHS have not been fully investigated in terms of EBP. Thus, this study aimed to explore the impact of the individual qualifications of nurses on their competence toward EBP. Data from 473 registered nurses working in 10 hospitals in the Greek National Health Service (NHS) were collected between October and December 2020 using a convenience sampling method in a cross-section design. The Greek version of the 35-item (five-point Likert scale) Evidence-Based Practice Competency Questionnaire for Professional Registered Nurses (EBP-COQ Prof) was used to assess the competence level of nurses, focusing on attitudes, skills, and knowledge, as well as the utilization of EBP in clinical practice. One-way ANOVA and Pearson coefficient tests were applied to compare the possible differences among variables (two or more groups) as appropriate. A multi-factorial regression model was applied to explore participants' qualifications, including demographics (MSc degree, gender, English language knowledge, etc.) as independent variables, and to control for potential confounding effects toward EBP competency. The p-values < 0.05 were considered statistically significant. The mean age of the 473 participants (402 women and 71 men) was 44.7 ± 9.2 years old. The mean value of competence subscales was found as follows: attitudes 3.9 ± 0.6, knowledge 3.7 ± 0.6, skills 3.1 ± 0.8, and utilization 3.4 ± 0.7. A multivariate regression analysis revealed that associates of "Master's degree" (t = 3.039, p = 0.003), "Writing an academic article" (3.409, p = 0.001), "Working in a University clinic" (2.203, p = 0.028), and "Computer Skills" (2.404, p = 0.017) positively affected "Attitudes", "Knowledge", "Skills", and "Utilization", respectively. The research data suggest that nurses working in the Greek NHS were limited in competence regarding EBP in comparison with other European countries. Therefore, vocational, educational, and training programs tailored to EBP enhancement are crucially important. This study was not registered.

A Study on Speaking Skill of Traffic Police in Pekanbaru

Abstract&#x0D; This study investigated the occupational English language needs of traffic police officers in Pekanbaru. Most police officers are graduates of the Police Academy. To study at the Police Academy, students must first complete either a high school or one of the four Police Academies. Although the intensive language training in the Police Academy is often considered adequate for most officers' needs, those officers who come from other backgrounds are often left behind. Even in the case of the Police Academy graduates, all their English language training is based on the principles of General English, and does not necessarily prepare them for the occupational-specific language needs they face on the job. This study set out to explore therefore, exactly to what extent the traffic police officers' English language knowledge is in fact adequate. Data, in this study, were collected by observing, making a conversation, recording, and taking notes. In collecting the data, the writer takes an involvement with the subject’s conversation every week whether as an active participant or only as an observer. The tool that can be used in collecting the data is a pen, a book, and a hand phone, this tools use for documenting the interaction between traffic police with foreigners. The observation can be done when the subjects making a conversation with the foreigners. As a result, most of them are reluctant to communicate with foreigners event with their partner.&#x0D; Keywords: A Study, Speaking Skill, Traffic Police

Use of Recitation Input to Improve Students’ English Writing in Junior High School

As we all know, English writing is generally regarded as an important link to reflect the comprehensive application ability of English. However, in recent years, there have been some problems in the teaching of English writing in middle schools, which has seriously hindered the improvement of English writing level. In the final analysis, it is caused by the insufficient language input of middle school students in the non-English language environment. Recitation input is beneficial to increasing students' access to English, helping students to accumulate more English language knowledge, and plays an important role in English writing teaching. It can reduce the influence of the native language in English learning, and then improve the learning effect.This paper briefly outlines the theoretical basis of recitation input and its role in English writing, and discusses the effective strategies in its specific application to improve the effectiveness of English writing teaching.