English Language Proficiency Research Articles

Assessing the Grammatical Rules Proficiency among Polytechnic and Colleges of Education Students in Anambra State Using Evidence Centered Design Assessment

Language assessment is a broad concern in Applied Linguistics because it focuses on the measurement and judgment of learners’ proficiency, and the efficiency of the learning practice used by the learners as well as the teaching method employed by language teachers. This research paper adopted Evidence Centered Design (ECD) as its theoretical framework to form the bedrock of this study. The ECD methodology is an assessment approach or design which underscores the central sole of evidentiary reasoning in assessment. ECD assessment deisgn is used in this study to explore the efficiency of Evidence Centered Design in the assessment of English language proficiency level of the Igbo speakers of 200 undergraduates from three polytechnics and one college of education in Anambra State, Nigeria. The study adopted qualitative and quantitative research design, primary and secondary source of data to help the researcher make predictions and judge the communicative competence of these learners by using diagnostic model of test to determine their interactive knowledge in the use of parts of speech. The study used simple percentage which is the statistical analysis acceptable in Language studies, to analyze the data collected from the questionnaire and the test. The findings from this study proved the validity of ECD assessment in determining language proficiency.

Research on English Language and Literature Teaching Strategies Based on Situational Teaching Method

The teaching of English language and literature not only focuses on developing students’ English language proficiency but also emphasizes their understanding and cognition of the cultural connotations behind the English language. This dual focus aims to cultivate students’ cross-cultural communication skills and practical English skills. The application of the situational teaching method can create corresponding learning scenarios based on English language knowledge, thereby enriching students’ learning experiences and understanding within these scenarios. This method has significant advantages in enhancing the effectiveness of English language and literature teaching. Consequently, this paper first analyzes the significance of applying the situational teaching method in university-level English language and literature instruction. It then proposes several strategies for implementing this method, with the goal of enhancing students’ language awareness, cultural literacy, and comprehensive English skills.

Role of English Language Proficiency Standards in Academic and Career Success in Iran

The aim of this paper is to examine the significance of English language proficiency standards in fostering academic and career success in Iran. The development of English language proficiency is intricately linked with the needs of Iranians for achieving their academic and professional goals. Notably, there is a growing interest in learning English language in Iran, like in the other countries, since it lies in the fact that English language, as a globalized language, plays a pivotal role in both academic achievement and career advancement. The study first delves into the English language proficiency standards, which include five levels, illustrating the diverse abilities exhibited by English language learners within each language proficiency level. Second, it explores the factors which have tremendous impacts on academic and career success in learning English language, with the aim of maximizing the effectiveness of English language learning for English language learners. Furthermore, it highlights the extensive array of English training courses available in Iran, conducted in educational institutions, which contribute significantly to enhancing English language proficiency among learners and optimizing English language learners’ perspective on the English language. Finally, the outcomes of this investigation indicate that the number of interested English language learners in Iran has been increasing in recent years, as they demonstrate a profound awareness and a deeper understanding of the global significance of the English language and recognize its transformative effects on their academic and professional success, thereby opening up vast opportunities for international communication and engagement.

Impact of school adjustment and study habits on English language achievement among senior secondary students

In the present study, we aim to investigate the impact of school adjustment and study habits on English language achievement among senior secondary students. This study is contrary to expectations; neither school adjustment nor study habits individually demonstrated a significant correlation with English language achievement. However, the combined effect of both factors revealed by regression analysis was significant at the 0.05 level, suggesting that they collectively contribute to predicting English language proficiency. These findings highlight the complex interplay of factors that influence language learning and the importance of considering multiple influences beyond individual variables.

The Adverse Effect of Dehumanizing Practices on Student Engagement and Learning in English Language Teaching Classroom

Knowingly or unknowingly, forgetting our multilingual and multicultural scenario, teachers’ behaviors may create social inequalities and injustices in the classroom; in the name of the dominant language of the school and power relation. Our classroom context is multilingual, multicultural and bilingual where students come from different economic and linguistic background. To some extent, our school system, including textbooks, instruction, curriculum, teaching practices seem to have influenced by the dominant ‘English/Nepali only’ approach. Furthermore, some teachers may not motivate minority students looking their low economic status, uncombed hair, roughly managed shirt-paint, unpolished shoes and low proficiency in English language. In this context, this paper aims to analyze the difficulties and struggle of demotivated (due to teachers’ bias behaviors and friends’ insult upon their appearance and language) Nepali language speaking children’s experiences as they feel insulted in school environment. To fulfill this objective, I adopted narrative research design in line with the qualitative research method. Discussing on the basis of classroom observation and unstructured interviews with the student, this paper analyzes that how the learners are marginalized and forbidden equal access to participate in the mainstream of social and political life that enhances their better learning opportunity and participation in classroom and society to what Bourdieu’s word symbolic violence with some examples of how such social inequalities and injustices are seen in school’s teaching-learning practices. Specially, given the problematic nature of schooling for such learners in some of the schools in Nepal, this paper highlights the need for socially responsive school policies and critical pedagogy, aiming at challenging and changing certain practices having identified a problem; originally propounded by Paulo Freire, a Brazilian educator; understanding the difficulties of living in poverty, local context entertaining the linguistic and cultural diversity of students. This study contributes to all the educational stakeholders to update and change themselves as human- friendly behaviours with the learners that can maintain social equalities and justice.

Factors Shaping Academic Study Skills of University of Rwanda Undergraduate Students

This study examined factors that shape study skills of University of Rwanda undergraduate students, specifically at the National Police College. Using a qualitative cross-sectional design, the study involved 60 homogeneously sampled students from a total of 398 across three programs. Data was collected through focus group discussions and analyzed thematically. The findings identified both positive and negative influences on students' study skills under three key categories. Institutional factors include the living environment, rules and regulations, teaching methods and examination timetables. Student-related factors encompass individual personality traits, social media usage, demographic characteristics and challenges related to English language proficiency. Teacher-related factors involve practices, such as prohibiting note-taking in class, providing only soft copies of notes before sessions and not incorporating additional reading materials into assessments. There is a clear need for a holistic approach to enhance students' study skills, considering the diverse influences at play. A close collaboration between UR and NPC should be established to tackle challenges related to quality learning. Additionally, University of Rwanda should initiate a comprehensive campaign across all its colleges to raise awareness about the importance of study skills in higher education.

Demographic influences on students’ self-efficacy for LGBTQ+ inclusion: a quantitative study in higher education in Sri Lanka

ABSTRACT The increasing demand for LGBTQ+ inclusive education has made it a significant area of contemporary higher education research. Understanding self-efficacy and its complexities is pivotal for effectively planning and executing LGBTQ+ inclusion initiatives in higher education settings. This study aims to assess the level of self-efficacy among students within a selected faculty of a state university in Sri Lanka regarding fostering LGBTQ+ inclusion. Additionally, this research explores whether demographic factors significantly influence undergraduates’ self-efficacy in promoting LGBTQ+ inclusion. Inspired by the positivist paradigm, the study employed a survey strategy to gather quantitative data on students’ self-efficacy to foster LGBTQ+ inclusion across various demographic factors. Conducted at the faculty level, researchers administered a structured questionnaire to collect responses from 324 participants. The findings revealed a moderate level of self-efficacy among undergraduates in interacting with LGBTQ+ peers. Moreover, students’ gender, sexual orientation, English language proficiency, and educational upbringing significantly impacted students’ self-efficacy in promoting LGBTQ+ inclusion. Conversely, ethnicity and religion showed no significant influence on self-efficacy in this context. These results underscore the critical role that universities can play in fostering inclusivity and support for LGBTQ+ individuals in Sri Lanka. The results suggest that universities can enhance the self-efficacy of undergraduates through the implementation of targeted interventions, supportive policies, and comprehensive training programs. Accordingly, this research promotes LGBTQ+ inclusion and contributes to the development of a more inclusive and equitable educational environment for everyone.

Innovative Strategies for English Language Learning in Ecuador: A Focus on Playful Learning

Education is a universal right that extends beyond core subjects to include cross-curricular content essential for preparing students for a competitive global landscape. In this context, English serves as a critical tool, recognized as both the first official language for 370 million users and a second language for 978 million (Eberhard et al., 2021). Despite its global importance, Ecuador faces challenges in English language proficiency, ranking low in Latin America due to inadequate methodologies and a lack of qualified teachers (Education First, 2021; Banegas & Sanchez, 2024). This project aims to implement a playful program tailored to middle school students (5th to 7th grades) at Eugenio Espejo Basic Education School, addressing their unique educational needs through the development of didactic materials and training for non-specialized teachers. A descriptive quantitative approach will guide the methodology, focusing on communicative competence through structured tutoring sessions that utilize reusable educational resources. The study will assess students' prior knowledge through a pre-test, which will inform the creation of a tailored curriculum designed to enhance vocabulary and overall language skills. This initiative not only seeks to improve English proficiency among students but also aims to equip teachers with effective pedagogical strategies, fostering a more conducive learning environment in Ecuadorian classrooms.

Exploring Moroccan EFL Undergraduates’ Readiness for a Newly-Implemented Blended Learning Course in English Language Proficiency

Over the last two decades, online learning has gained global attention from education stakeholders worldwide. Given the ubiquitous feature of today’s technology-driven world, the switch from face-to-face delivery to technology-delivered instruction has become a necessity. However, the implementation of innovative e-learning models such as blended learning cannot be a success without learners’ readiness and adaptability. Therefore, it is a top priority to be aware of students’ e-learning readiness to make the teaching-learning process effective and rewarding. This study seeks to gain insights into Moroccan EFL students’ readiness for a newly implemented blended language proficiency course. Data were collected using three research questions and a 29-item questionnaire adopted from Shakeel et al. (2023). The findings reveal that Moroccan university EFL students display a moderately positive attitude towards blended learning and this is a prerequisite for a smooth implementation of blended learning.

Profiles of cardiometabolic risk and acculturation indicators among South Asians in the US: latent class analysis of the MASALA study.

South Asians (SA) represent the fastest growing US immigrant group, and previous studies have indicated that they face disproportionately high burden of cardiometabolic disease. Cardiometabolic disease manifests as a syndemic or synergistic epidemic encompassing multiple disease clusters influenced by biological, social, and psychological factors stemming from the acculturative process. This process may exacerbate morbidity within immigrant subgroups. Our aim was to identify cardiometabolic risk profiles among SA using indicators of acculturation. We conducted a latent class analysis on data from the Mediators of Atherosclerosis in South Asians Living in America study (N=771). A composite cardiometabolic disease outcome was constructed using prevalent hypertension, type 2 diabetes, and body mass index. Acculturation indicators included years living in the US, English language proficiency, dietary behaviors, preservation of cultural traditions, social and neighborhood support, maintenance of social relationships (i.e., friendships), and experiences of discrimination, along with proxies of acculturative stress (i.e., depressive symptomology, trait anxiety and anger). Social and environmental determinants of health, health behaviors, religiosity and spirituality served as covariates to further assess latent class membership. Four cardiometabolic risk profiles emerged: (1) lowest risk [73.8% of sample] characterized by high integration into both SA and US cultures; (2) the modest risk [13.4% of sample], exhibiting elevated levels of mental health distress and experiences of discrimination, and distancing themselves from both cultures; and the (3) moderate risk [8.9% of sample] and (4) highest risk [3.9% of sample], demonstrating greater assimilation into US culture. Compared to the lowest risk profile: the modest risk profile was associated with low-income and conflicting attitudes about religion/spirituality, while the moderate risk profile was characterized by lower income and educational attainment with positive behaviors and attitudes toward religion/spirituality. Findings expand our understanding of immigrant cardiometabolic health as a syndemic issue wherein multiple co-occurring and interacting processes synergize to produce negative outcomes in already at-risk subpopulations. Furthermore, acculturation emerges as a crucial factor in understanding health disparities among immigrant and refugee groups in the US.

Perceptions on the Influence of English Language Proficiency on Students’ Academic Performance in Public Secondary Schools in Rorya District Council

This study examines perceptions of the influence of English language proficiency on students' academic performance in Public Secondary Schools in Rorya District, Tanzania. The study utilizes a mixed research approach and descriptive survey design. The study targeted DSEO, Heads of Schools, teachers, and students, with a sample of 61 respondents selected through stratified and random sampling methods. Primary and secondary data were gathered via interviews and questionnaires, ensuring the study's validity and reliability. Ethical considerations, including voluntary participation and confidentiality, were rigorously upheld. The findings reveal that effective school-based English programs, such as debates and speech activities, enhance students' language skills and academic performance. Additionally, consistent and dedicated teaching of English contributes positively to students' comprehension and achievements. The study underscores the critical role of English proficiency in educational outcomes and recommends expanding English language programs, regular teacher training, and interactive learning methods to improve academic results

The Role of Effective Communication in Leadership: A Comparative Analysis of English Language Skills and Management Strategies

Communication is central to leadership and determines how organizations function and how employees are motivated. Therefore, this research paper aims at comparing English language ability, and management skills, and other elements of leadership. This paper undertakes a qualitative approach wherein the authors review literature and numerous case studies from diverse industries to explore the role of English language proficiency in facilitating leaders to articulate a vision, mobilise people and get things done. At the same time, the paper considers how different managerial approaches, including transformational and transactional leadership, depend on communication to be executed. High English language proficiency improves the message clarity and interpersonal communication, but it is the ability to find and implement effective management approaches that promotes creativity, teamwork, and effectiveness when working in a global environment. The present study demonstrates the co-dependency of language skills and strategic management for the accomplishment of organizational goals and aims.

Grade 13 commerce students' perceptions on English language learning at a government school in Nintavur Educational Division

This study aims to comprehensively understand Grade 13 Commerce students' perceptions of English language learning at a government school in the Nintavur Educational Division. The research identifies challenges students face, evaluates the effectiveness of learning resources and teaching aids, and assesses overall learning experiences and teachers' attitudes. Employing a mixed-methods approach, the study integrated quantitative and qualitative data collection, involving 74 students, two English teachers, and educational stakeholders, including the Principal and In-Service Advisor (ISA). Data were gathered through structured questionnaires, semi-structured interviews, focus group discussions, and classroom observations. Quantitative analysis revealed students' fear of making mistakes, lack of confidence, and concerns about pronunciation as significant barriers to learning English. The effectiveness of learning resources was met with mixed opinions, indicating uncertainty about their impact. The study also highlighted dissatisfaction with current teaching methods, with a noted disconnect between teaching practices and students' needs. Chi-Square analysis showed no significant gender differences in perceptions of learning experiences or teachers' attitudes. Qualitative insights from interviews and observations suggested gaps in textbooks and a need for more interactive and practical teaching approaches. The study concludes that addressing emotional barriers, improving teaching resources, and enhancing teacher training are critical for advancing English language education. A multifaceted approach, incorporating better pedagogical strategies, relevant resources, and supportive learning environments, is essential for overcoming the identified challenges and improving students' English language proficiency.

Impacts of Family Environment on Chinese University Students’ English Language Proficiency: The Mediating Effect of Parenting Styles

English as a foreign language education is a top national priority in China, and improving learners’ English language proficiency is a concern. However, most research focuses on how to enhance English proficiency in the educational environment. Investigations of the impacts of family environment on English language development are limited. This study explored the relationship between family environment and English language proficiency among 975 first-year Chinese undergraduate students. One-way ANOVA, regression analysis, and mediation analysis were performed to determine the variations in English proficiency among Chinese university students based on their family socioeconomic status and parenting styles, how well these predicted Chinese university students’ English achievement, and whether parenting styles mediated the link between family socioeconomic status and English proficiency. The results indicated that although the effect of family socioeconomic status on English proficiency appeared minimal, neglectful parenting, rather than authoritative parenting, had a significantly positive influence on English proficiency. This study also provided evidence of the mediating role of parenting styles between family socioeconomic status and English outcomes.

Evaluation of an English as a Foreign Language (EFL) Teacher Preparation Program

The responsibility of a teacher preparation program (TPP) goes beyond teaching future educators the knowledge and skills of the profession. It needs to provide experiences that help them succeed in the real classroom settings. (Garza-Rodriguez, 2019). However, there is evidence that disconnection between what is taught in TPPs and what is needed in the practical work exists. Therefore, there is an urgent need to improve the quality of these programs by constantly evaluating their quality and effectiveness. This paper reports a pilot study on pre-service teachers’ perspectives about their English as a foreign language teacher (EFL) teacher preparation program in Mexico. The aim of the study was to reveal how pre-service teachers evaluated the strengths and weaknesses of their EFL teacher preparation program. Following a mixed-method, data were collected from 17 participants using an online Likert scale, adapted from Peacock (2009), and three open questions to elicit strengths and weaknesses. Findings were divided in both quantitative and qualitative. Quantitative data indicated that students were undecided or to some extent in agreement with most of the items associated with the features of the program; however, the lowest mean was shown in the areas of meeting students’ needs, the balance between theory and practice and learning some practical teaching skills. On the other hand, the qualitative results showed that students’ preparation as linguists and self-reflective learners as well as some subjects from the program were perceived as strengths, while the lack of teaching experience, the content, and low English language proficiency as the main weaknesses. In conclusion, though students’ perspectives were still uncertain, they provided useful information to improve the curriculum.

Reading Motivation and Achievement in Online Extensive Reading of English Text: A Systematic Review

The effect that online extensive reading (ER) of English texts has on learners' reading comprehension and motivation to read is not well understood. The purpose of this systematic review was to examine the efficacy of online ER by examining quantitative and mixed-methods studies that examined the effect of online ER on learners' reading achievement, motivation to read, and other perceptual and emotional aspects of English language proficiency. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria were followed in this study. Online ER-related articles were selected based on the predefined eligibility criteria. Then, the 31 English-language online ER studies published between 2010 and 2021 were screened and extracted from electronic databases. The screened studies were those that involved students above 15 years of age. The findings indicated that online ER activities could be used in two ways. First, teachers could incorporate online reading strategies and technological tools for online ER to help students improve their reading achievement. Second, if they wanted to increase their students' motivation to read, they could emphasize the use of online reading management systems and reading resources for ER. Additionally, the study discovered that the size of the vocabulary and the volume of reading were predictors of online ER's success. Additionally, the article discusses the review's implications.

Differentiation in the Process of Learning English by Future Ship Engineers

Traditional methods of teaching English do not always allow us to consider the individual characteristics of future ship- engineers, their learning pace, cognitive styles and level of training, which can lead to the loss of motivation to learn and failure to master the material in full. The article substantiates the basic principles of differentiated learning (variability of tasks, frontal work, pair/group, and independent assignments). The research describes multi-level tasks for groups, considering different levels of English language proficiency. It is emphasized that differentiated learning contributes to the development of various skills important for ship's engineers, such as critical thinking, solving professional problems, high-level English for communication in an international crew, teamwork, etc. The author emphasizes the need to plan tasks for each stage of the lesson for groups with different knowledge bases and levels of training. It is important to anticipate possible difficulties that students may encounter in mastering the material and to use differentiated individual tasks in the classroom system. The advantages of differentiated learning are revealed: considering the individual characteristics of students, increasing motivation to learn. The disadvantages are also pointed out, since differentiated learning requires considerable effort and time from the teacher to plan classes, prepare various materials and tasks. Criteria for assessing the knowledge and skills of future specialists are proposed, since students of different groups perform different tasks and study according to different programs when learning maritime English. It is emphasized that the systematic use of different types of exercises for a particular group, taking into account the topic, stage of study and didactic goals, is optimal for improving the assimilation of knowledge of students

The Implementation of China Standards of English (CSE) Framework and CEFR-Based English Test Performance of University Students in China

The study investigates the implementation of the China Standards of English (CSE) Framework in China and its effect on students' English proficiency. The study, involving 250 students and 100 instructors, demonstrated that the execution of the CSE Framework is irregular and deficient, revealing inconsistencies between the prescribed standards and actual practices. The findings reveal an absence of significant link between the degree of CSE implementation and students' test performance, underscoring the disconnect between policy and practice. The results suggest that a more thorough and methodical application of the CSE Framework is crucial for enhancing English language proficiency outcomes among university students in China. The study concludes with recommendations for a comprehensive redesign of the curriculum and instructional methods to improve alignment with the CSE Framework and enhance student performance in English proficiency assessments.

Communication Needs of Post-Graduate Engineers in Saudi Arabia: An Exploration of English Language Proficiency Requirements

Communication Needs of Post-Graduate Engineers in Saudi Arabia: An Exploration of English Language Proficiency Requirements

Multimodal immersion in English language learning in higher education: A systematic review

The development of multimodality has led to increased research on its use to improve students' English language competency. However, no recent review has analyzed multimodality in English language learning in higher education. This systematic review examines 34 research articles published from 2013 to 2024. The primary focus of the study is to explore the application of multimodal pedagogies in higher education, the methods and materials used to assist learners in acquiring English language skills, the English language skills acquired through the usage of multimodality, and the main results of using multiple modes. This systematic review employs the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards. It adopts a thorough search strategy across electronic databases, which include Web of Science and Scopus. We found (1) the implementation of multimodality contributes to learners' English language proficiency in English for academic purposes (EAP) and English for specific purposes (ESP) education; (2) there is a predominance of digital multimodality and nonverbal communication use in the higher education classroom, for example, gesture, kinesics, spatial position, facial expression, and gaze the use of the 3D (dimensional) environment, virtual reality (VR); (3) there is an advantage of a multimodal approach in improving higher education learners' vocabulary, reading, speaking, and writing skills and a positive connection between the implementation of multimodality and the development of learners' communicative ability. This systematic review highlights existing research gaps and outlines potential avenues for future investigation aimed at conceptualizing and assessing learners’ skills through multimodal approaches.