English Language Outcomes Research Articles

Cross Cultural Validation of Oral Health Index Profile for Temporomandibular Disorders in Spanish Speaking Population.

Structured patient-centred assessment is critical for improving care. OHIP-TMDs are a validated English-language outcome measure for temporomandibular disorders (TMD) which evaluates the biopsychosocial impact of TMD. Due to language and cultural changes, the original instrument's phrasing of its items may change when translated to Spanish. This study cross-culturally adapted and validated OHIP-TMDs for Spanish-speaking individuals with TMD. OHIP-TMDs was forward-backward translated into Spanish (OHIP-TMDs-Sp) and cross-culturally adapted to a Hispanic population with TMD (Diagnostic Criteria for TMD n = 154) according to international norms. All patients completed the OHIP-TMDs-Sp, the Graded Chronic Pain Scale (GCPS), and Jaw Functional Limitation Scale (JFLS-20). A subsample (n = 30) recompleted the OHIP-TMDs-Sp after a 3-week washout to measure test-retest reliability using an intra-class correlation coefficient (ICC 2.1). OHIP-TMDs-Sp, JFLS-20, and GCPS were analysed for convergent validity and internal consistency. The sample with articular and muscular TMD diagnoses was 85.7% female with a mean age of 29.5. (SD 9.01). OHIP-TMDs-Sp had high internal reliability (Cronbach's Alpha = 0.95) and good test-retest reliability (ICC = 0.82; 95% CI = 0.57-0.93). In terms of convergent validity, the OHIP-TMDs-Sp demonstrated moderate to large positive correlations with the total JLFS-20 score (ρ = 0.72; p < 0.01), Mastication (ρ = 0.68; p < 0.01), Communication (ρ = 0.68; p < 0.001), as well to GCPS disability score (ρ = 0.59; p < 0.01), and characteristic pain intensity (ρ = 0.69; p < 0.01). The total score of OHIP-TMDs-Sp is reliable for assessing quality-of-life in Spanish-speaking TMD patients.

Interactive Learning Landscapes: Leveraging Technology for Dynamic Education in the Writing Classroom

This study explores the perceptions of EFL learners towards interactive learning tools in the Saudi environment; it also investigates how available technology can be leveraged to create dynamic learning environments. Using a mixed methods approach, the study conducted a survey with 70 EFL learners and focus group interviews with 10 students across two higher education institutions to examine writing skill development using the three interactive writing tools, viz., Blackboard, Pear Deck, and Flipgrid. Results indicate that Saudi EFL learners in higher education have a moderately positive perception towards the integration of technology in the EFL classrooms, as well as support the efficacy of these interactive tools in aiding learning in the writing classrooms. Moreover, perceptional change evidently positively impacted learners’ writing as the performance in the post test showed an average improvement of between 19-24% in the scores This examination of the interaction between learners and digital resources is likely to uncover insights into effective strategies for enhancing English language learning experiences and outcomes, and benefit a range of stakeholders.

What difficulties do children learning English in addition to another language experience with English oral language? A systematic review

ABSTRACT Within the majority of English-speaking settings, children learning English as an additional language (CLEAL) underperform academically relative to their monolingual, English-speaking peers. This systematic review (preregistration: https://archive.org/details/osf-registrations-zgmha-v1) identifies the elements of the English oral language where these children experience difficulty. We focused on research measuring an English oral language outcome for CLEAL between the ages of 3 and 7 and their age-matched, monolingual English-speaking peers. We searched PsycINFO, Web of Science, British Education Index and Linguistics and Language Behaviour s, for studies published between 2015 and 2024, written in English. Of the 2125 records identified, 20 were eligible for inclusion, with a low-to-moderate risk of bias. Overall, our target group performed significantly worse in tests of English receptive and expressive vocabulary, syntactic knowledge, listening comprehension, embedding, collocational knowledge and areas of narrative skill and phonological production. However, these children were comparable with their peers in other areas of narrative skill, lexical and pragmatic understanding, elements of morphological production and areas of phonological production and processing. Overall, while the picture is mixed, highlighting the need for further study of oral English in CLEAL, this review strengthens existing arguments for vocabulary and syntax acquisition as appropriate targets for intervention.

Bilingual families and the home literacy environment: An examination of English and ethnic language activities and outcomes

BackgroundAccumulating evidence shows that the home literacy environment (HLE) has a potent and early influence on children's language and literacy development. However, there is a more limited understanding of HLE and its contribution to children's outcomes for simultaneous bilingual children exposed to two languages at home, particularly in the Asian context.MethodsIn this study with 801 six‐year‐old bilingual learners, HLE and language and literacy outcomes were examined in two languages. Children were assessed in their receptive vocabulary, reading and spelling abilities for English plus their ethnic Asian language (Mandarin Chinese, Malay or Tamil) for a subsample of 374 children.ResultsResults from factor analyses suggest that HLE for each language within families had a different latent structure, with three to four factors for English (parent involvement, parent habit, child exploration and shared reading) and three factors for the Asian language (parent involvement, parent habit and child interest). Further path analyses show that shared reading had a negative contribution to English outcomes but a positive influence on Asian language outcomes.ConclusionsFindings extend existing understanding of HLE structure for bilingual language learners from bilingual families. HLE components contributed differently to bilingual language outcomes, with positive contributions of child exploration to English outcomes and of parent habits including shared reading to Asian language outcomes. Negative relationships for shared reading to English outcomes are also evident and suggest that further research on the long‐term effects of HLE is needed.

Revealing The Influence of English Curriculum, Verbal Ability and Self-Efficacy Toward English Proficiency in Senior High School (Study on Senior High School Students in Bandung)

This quantitative study examines the influence of self-efficacy, verbal ability, and the English curriculum on English language proficiency among senior high school students. The research involved 96 respondents who completed questionnaires designed to measure their self-efficacy, verbal ability, perceptions of the English curriculum, and their English language proficiency levels. The data collected were analyzed using Structural Equation Modeling (SEM) with Partial Least Squares (PLS) version 4.0 to determine the relationships among the variables. The analysis revealed that self-efficacy, often considered a crucial factor in academic performance, does not significantly impact English language proficiency in this context. This finding suggests that students' beliefs in their own capabilities to learn English might not directly translate into improved language skills. On the other hand, verbal ability was found to have a significant positive influence on English language proficiency. This indicates that students with higher verbal skills tend to perform better in English, highlighting the importance of enhancing these abilities through targeted instructional strategies. Moreover, the English curriculum also showed a significant positive effect on language proficiency. A well-structured curriculum that effectively integrates language learning objectives with practical applications appears to be a key determinant of students' success in mastering English. These results underscore the importance of curriculum development and verbal ability enhancement in educational practices. In conclusion, the study provides valuable insights into the factors that contribute to English language proficiency among senior high school students. While self-efficacy alone may not be a decisive factor, the significant roles of verbal ability and curriculum quality suggest that educational stakeholders should prioritize these areas to foster better English language outcomes. Future research could explore additional variables and longitudinal effects to further understand the dynamics of language learning in educational settings.

Effectiveness of Blended Learning Programs/Models in English Instruction in Saudi Universities: A Systematic Review of Literature

This systematic review of literature examines the effectiveness of blended learning programs in the instruction of the English language in Saudi universities. The aim of this review is to critically analyse current studies on the efficacy of BL programs in teaching English language courses in Saudi universities. The review draws attention to impact of blended learning models on English education in Saudi universities and offers insight on how to enhance the use of these models in English language instruction at the tertiary level. Seven research databases were searched, generating 132 studies. Studies published before 2010, not written in English, non-peer reviewed, non-journal, not evidence-based, without abstracts, non-BL focused, and not focused on English learning or university education were excluded, leaving 56 full articles which were then coded based on the data type they presented. The coding model employed was inductively formulated based on a preliminary review of the articles selected together with the most frequent groupings and hence no specific theoretical model guided the process. For each respective coding group, the number of articles that showed BL models were more effective in teaching English courses in Saudi universities was added to the number of articles that showed the approach led to better English language outcomes. The total number of the articles whose findings did not precisely indicate the effectiveness of BL was also obtained. Results show a significant proportion of the studies suggested BL programs positively affected English language learning in Saudi universities. This is evidenced by significant improvements in language skills and the general course learning outcomes.

The Spanish- and English-Language Literacy Impacts of Descubriendo la Lectura across Three Experimental Replications

We present findings across three randomized trials of Descubriendo la Lectura (DLL), an intervention designed to improve literacy skills of Spanish-speaking first graders struggling with reading. DLL is a one-to-one Spanish-language literacy program lasting 12–20 weeks offered to a school’s lowest performing emerging bilingual first graders. Directly replicating procedures across three cohorts, we examined Spanish and English literacy outcomes for approximately 400 students across 30 schools, 10 districts, and five states. Analyses revealed statistically significant effects of student-level assignment to DLL on all 11 Spanish-language outcomes, with an average impact of d = 0.57. Impacts across the four English-language outcomes were positive but not statistically significant. Descriptive results suggest that the Spanish-language impacts are reliably replicated, most likely due to the intervention’s strong implementation supports.

Enhancing the Skill of Grade 5 Students to Correctly Pronounce Alphabet Using the Phonetic Method at Thammislam Foundation School in Bangkok, Thailand

&#x0D; &#x0D; &#x0D; &#x0D; There are various a variety of problems that students must confront with that become barriers to the improvement of their English skills, based to research on how to teach English as a foreign language in Thailand. One of them is the students lack of inspire in learning English and their pronunciation when speaking and when pronunciation of letters of the alphabet. A few children even struggle to write their names using the alphabet because they always use their native tongue. The purpose of this research is to improve student learning outcomes by showing students how to remember the alphabet phonetic method by using words starting with each letter in the alphabet. The Thammislam Foundation School's 27 students were part of this study who participated in this research. Furthermore, this study aims to enhance the English language outcomes for learning. The steps taken by the author include creating a stimulating educational setting, implementing English learning materials easier to understand, and including students more in each lesson so that they ought to participate and increase more confidence in speaking English.&#x0D; &#x0D; &#x0D; &#x0D;

FACTORS INFLUENCING VIETNAMESE STUDENTS’ CHOICES TO ATTAIN ENGLISH PROFICIENCY STANDARDS IN A UNIVERSITY IN VIETNAM

&lt;p&gt;In the current era of globalization, English is considered a necessary skill for education and work and a criterion for evaluation in recruitment and graduation assessments in many places in Vietnam. According to the project entitled &lt;em&gt;"Teaching and Learning Foreign Languages in the National Education System Phase 2008 - 2020"&lt;/em&gt;, non-English majored university students must achieve a minimum of Level 3 according to the 6-level Foreign Language Proficiency Framework used in Vietnam. Several universities have diversified their ways to meet these standards to facilitate students in meeting the English language outcomes, allowing students more opportunities to choose ways that are suitable for them. However, this also indicates that various influencing factors will impact students' selection of ways to meet these standards. This research explores the primary ways students choose to fulfill English language standards as stipulated and analyzes the factors influencing the choices of non-English major students in universities in Vietnam.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0019/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Implementation and Effects of Pedagogical Translanguaging in EFL Classrooms: A Systematic Review

In response to calls for more research to assess the effects of translanguaging on substantive learning outcomes, this systematic review begins that process by synthesising existing research on pedagogical translanguaging approaches that have been formally assessed for effectiveness in English as a Foreign Language (EFL) classrooms. A systematic process of searching and selecting the literature found 10 eligible studies. Data were extracted for narrative synthesis and quality appraisal. Results showed that pedagogical translanguaging was most frequently used to teach reading and writing rather than other domains. Five studies favoured translanguaging over English-only approaches, four of which were rated as having a high risk of bias. The remaining studies either detected no statistically significant differences between these approaches or favoured translanguaging in a small number of highly specific measures. We conclude that pedagogical translanguaging may be helpful in teaching in some circumstances, but that the low methodological quality of the literature on average makes it difficult to draw firm causal inferences. This systematic review provides the relevant background on what is already known about the effects of pedagogical translanguaging in EFL contexts to inform the work of researchers wishing to act on recommendations for more intervention research to establish the effects of the approach on English language outcomes.

Assessing Content-Based Instruction (CBI) in the Context of Teaching English at the Tertiary Level of Bangladesh

This study aims to assess the English language outcome of Content-Based Instruction (CBI) among EFL learners of English at the tertiary level of Bangladesh and the problems involved in this process, where a group of students and teachers (existing) of English department were the focus of the study. To conduct this study, a mixed-method approach was applied where research instruments such as questionnaire and classroom observation were used. In total, 279 (students=260, teachers=19) respon dents participated in the survey questionnaires and classroom observations. The findings of this study suggested that though teachers and students prefer the CBI approach, some drawbacks were found in this learning process. Keywords: Content-Based Instruction, Tertiary Level Learners of Bangladesh, EFL context

Socioeconomic Status and Children’s English Language and Literacy Outcomes: The Mediating Role of Home Literacy Environment

ABSTRACT Research Findings: The present study examined the relation between socioeconomic status (SES) and Chinese children’s development of English as a second language in Hong Kong, and whether the home literacy environment (HLE) was an important mediator. Participants were 237 children (110 girls, Mage = 47.38 months, SDage = 3.66) and one of their caregivers. Children were assessed on phonological awareness, receptive vocabulary, expressive vocabulary, and letter knowledge. Information on HLE (i.e. shared reading, extratextual talk, direct teaching, play and media-based activities, and literacy resources) was obtained via a caregiver questionnaire. Findings revealed significant SES differences in all aspects of HLE, as well as in children’s English receptive vocabulary, expressive vocabulary, and letter knowledge. HLE was differentially related to children’s English skills, suggesting the mediating effect of HLE in the relation between SES and Chinese children’s English skills. Practice or Policy: Findings from this study highlight the features of HLE that can best support children’s second language development. The results can also inform the design of family interventions and policies aimed at reducing educational disparities.

Teacher language quality in preschool classrooms: Examining associations with DLLs' oral language skills

Teachers’ use of language in the classroom (i.e., teacher talk) can have a positive impact on young children's oral language skills. This study examined the relationship between types of teacher talk and Spanish-English preschool dual language learners’ (DLLs) oral language abilities. Classroom observations were conducted in 64 preschool classrooms serving students from low-income backgrounds with a high number of DLLs (N=401) using the Language Interaction Snapshot. Across classrooms, high quality teacher talk occurred infrequently with few instances of observed responsive and decontextualized language interactions. The most commonly observed types of teacher talk in English included giving directions and contextualized language. Results indicated that teachers’ use of responsive language demonstrated the strongest relationship to DLLs’ English language outcomes, despite its low occurrence in classrooms. Our results suggest the need for increased teacher training on the benefits of high-quality language interactions for children's language development, especially for young DLLs. Training should focus on responsive language strategies that preschool teachers can use when teaching DLLs.

The need for English language development in anglophone higher education settings: A case study from Australia

The literature focusing on the linguistic development of students with English as an additional language (EAL) in higher education has tended to focus on settings where English is not the first language of the majority of the population. This has led to the implicit assumption that English language outcomes in English-taught programs in anglophone higher education institutions (HEIs) are unproblematic. Yet the linguistic outcomes of EAL students in Australian HEIs have come under considerable scrutiny in recent years, and the available research provides evidence that improvement is not guaranteed over the course of a university degree.The national focus on international EAL students and the volume of research on the topic makes Australia a useful case study, specifically for anglophone nations with similar international student profiles. Using Australia as a case study, this article outlines the issue to evidence that this is still not being adequately addressed. It describes the national sets of principles and standards and the research evidence around EAL graduates' English language outcomes. It makes the case that it is necessary to measure and evaluate English language outcomes and to ensure that English language proficiency is explicitly developed as part of a university's core business, even in traditional anglophone nations. Recommendations to assist universities to develop and evaluate English language outcomes are provided, along with a call to action for HEIs to evaluate and assure context-specific graduating English language outcomes.

Hasil Belajar Bahas Inggris melalui Pemanfaatan Zoom Meeting: Penelitian Tindakan Kelas pada Masa Pandemi Covid-19

The goal to be achieved in this study is to find out how to use zoom meetings for the learning process during the Covid-19 Pandemic in English lessons in class VII of SMPN 2 Beji for the 2021/2022 academic year. The source of this research data is 3 grade VII students of SMPN 2 Beji. This research time is carried out in the even semester of the 2021/2022 Academic Year for 4 months. The data collected are quantitative and qualitative data. Quantitative data are data obtained from the results of formative tests on each cycle. Meanwhile, qualitative data is in the form of observation results in each learning cycle. The results of the research on the use of zoom meetings for the learning process during the Covid-19 Pandemic to improve the learning outcomes of class VII SMPN 2 Beji in English language results lessons at the initial observation (precyclical) were obtained by only 11 students or 33.33% of all students. In the first cycle, there were a number of students who managed to improve learning outcomes increased by 4 to 15 students or 45.45%. In cycle II, students who managed to increase their learning outcomes reached 27 or 81.82% of 33 students. The success of students in English language outcomes in class VII of SMPN 2 Beji has increased significantly. Student learning outcomes in the pre-cycle with an average grade of 57.98, then in cycle 1 increased to 69.49 but this has not reached the expected KKM of ≥71, in cycle II it increased to 82.63 and has exceeded the specified KKM. The conclusion that can be drawn is that the use of zoom meetings has succeeded in improving learning outcomes in English so that it is feasible to be at SMPN 2 Beji

A Collaborative Approach to Assuring Standards: Using the CEFR to Benchmark University Pathway Programs’ English Language Outcomes

The past decade has witnessed growing interest in Higher Education (HE) achievement standards and the comparability of program learning outcomes. The HE sector has historically focused on assuring academic standards through two key approaches: standardized educational testing and external peer review of assessment. Both approaches are resource and time intensive. In particular, the English Language Teaching (ELT) sector, which provides international students with Direct Entry (DE) pathways to English medium university study, has been predominately focused on high stakes English language testing. Commercially available tests enable providers to demonstrate clear evidence of ELT DE program standards in terms of internationally recognised scores. English language tests, however, represent only one type of external reference point for assuring standards. This paper provides an overview of a sector-led, collaborative approach to external review of assessment across 20 Australian university operated DE English programs. Twenty-eight ELT units were benchmarked by sixty individual assessors using consensus moderation against the newly expanded Common European Framework of Reference (CEFR), a validated language proficiency framework. This case study demonstrates that collaborative benchmarking using the updated CEFR can effectively ensure DE ELT program standards to the benefit of staff and students globally.

Parental beliefs, language practices and language outcomes in Spanish-English bilingual children

ABSTRACT As the U.S. population who speaks a language other than English at home continues to grow, few studies have focused on the effect of parental beliefs on the importance of bilingualism have on language outcomes of their children. In this study, we surveyed families raising Spanish-English bilingual children on their beliefs concerning both languages, language practices they implement at home, at school, and in the community, and language outcomes of their children. Using a single mediator model, this study aimed to understand the impact of parental beliefs on language outcomes in Spanish and English and the mediating effects of language practices. We then examined the individual mediating effects of language practices at home, school, and community on the relationship between parental beliefs and language outcomes for each language using a multiple mediator model. Our results suggest that parental beliefs in Spanish predict Spanish language outcomes and parental beliefs in English predict English outcomes and that practices in each language mediated this effect. In particular, we found that Spanish practices at home mediated the effect of language outcomes in Spanish and that English practices at home and in the community mediated English language outcomes.

Differences in English teachers’ beliefs and practices and inequity in Austrian English language education: could plurilingual pedagogies help close the gap?

ABSTRACT Educational research in Austria has demonstrated that early tracking into academic secondary schools and middle schools results in inequities for students with low socioeconomic status, from migration backgrounds and/or with German as an additional language. It has also found gaps in performance between students in the two school types, including in English. To better understand the reasons for this, we collected data from teachers in both school types about their beliefs and classroom practices. Teachers in academic secondary schools indicate higher achievement levels for English amongst their students compared to teachers in middle schools. Descriptive and inferential analyses reveal higher perceived levels of motivation amongst academic secondary school compared to middle school students, and students’ perceived level of motivation influenced English language outcomes in both school types. Moreover, there were significant differences aligning with school type in teachers’ reported language use in the classroom and their perceptions of students’ access to English outside of school. These findings suggest factors that contribute to gaps in achievement in English language education according to school type. The article closes by considering how plurilingual pedagogies might be employed to transform beliefs, alleviate disadvantage and support equity in English language education in Austria and beyond.

Latino Mothers’ Responsiveness and Bilingual Language Development in Young Children from 24 to 36 Months

This longitudinal study examined the role maternal responsiveness had on shaping Spanish and English language development in bilingual 2-year-old children. Eight im/migrant Latino mother–child dyads (age: time 1: M = 23.25 months, SD = 3.34; time 2: M = 30.13 months, SD = 4.14; time 3: M = 35.13, SD = 4.34) were observed and assessed at three time points. Regression and linear mixed modeling were used in order to assess which maternal responsive behaviors impacted Spanish and English language outcomes. Results indicated joint topic focus as being overwhelmingly impactful across times 2 and times 3 in both languages. Prohibition negatively influenced English outcomes at times 2 and times 3. Interestingly, focus shift had a positive impact on English outcomes at time 2. This work sheds light on the similarities and differences between cultures and the need for further research surrounding this population.

Executive function, language dominance and literacy skills in Spanish-speaking language-minority children: A longitudinal study

In the United States, children whose home language is Spanish are at increased risk for the development of reading difficulties. Studies have reported a link between executive function (EF) and reading; few studies have examined this linkage in Spanish-speaking language-minority (LM) children. This longitudinal study examined the association between preschool EF and kindergarten reading-related skills in 241 Spanish-speaking LM children (M-age in preschool = 54.23 months, SD = 6.17). In preschool, children completed measures of inhibitory control (IC) and working memory (WM) in their dominant language, and early literacy skills in Spanish and English. In the fall of their kindergarten year, children completed code- and language-related literacy measures in both languages. A 2-factor model (IC and WM) accounted for children's preschool EF. Most zero-order correlations between EF factors and kindergarten outcomes in Spanish (rs = 0.03-0.40) and English (rs = 0.05-0.35) were statistically significant. For English-language outcomes, WM was more strongly associated with code-related skills and IC with language-related skills; for Spanish-language outcomes, WM was more strongly related to both code- and language-related skills than IC. There was little difference in the associations between EF and reading outcomes based on the language in which EF was measured (i.e., the child's dominant language). When controlling for early literacy skills in the same language as the kindergarten outcomes, EF contributed significant unique variance to kindergarten skills in English but not in Spanish. For Spanish language outcomes, early literacy skills appear to mediate the role of preschool EF. The results suggest that children's development in cognitive domains, such as EF, may have an important role in the acquisition of core early reading skills for Spanish-speaking LM children.