Level Of English Language Proficiency Research Articles

Teacher Educators’ Foreign Language Anxiety in Face-To-Face and Online Modes

The internationalisation of universities and the ensuing policies mandating English as a medium of instruction made European universities impose corresponding requirements demanding a certain level of English language proficiency from their academic staff. Similarly, university-based teacher educators became subject to specific foreign language demands. This research focuses on university-based teacher educators who have been actively taking part in enhancing their academic English. The COVID-19 pandemic made for a prompt shift from face-to-face to online learning, providing for a comparison between the two learning environments. Since affective factors, including learning anxiety, may impact the success of language acquisition, the study addresses foreign language anxiety experienced by teacher educators when acquiring English for Academic Purposes in different learning modes. The research was conducted as a survey with the data obtained through administering the adapted Foreign Language Classroom Anxiety Scale to 80 respondents from the 7 universities working in teacher education, furthered by 4 online semi-structured interviews. The findings reveal overall low levels of anxiety, with a small increase in communication apprehension. Although there is no conclusive evidence about the decrease in anxiety in remote studies, the interview results are clearly demonstrative of the possibility of combining face-to-face and online learning modes.

English proficiency of Japanese third-age learners: A Quantitative Inquiry

The EFL (English as a Foreign Language) participation and engagement of third-age learners, whose ages range from 50 up to 70 and above has received global attention. Japanese third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning. Utilizing a descriptive-correlational approach, the study assessed the level of English language proficiency (ELP) of 59 Japanese third-age learners registered in the 2023-2024 EFL program in five cities of Aichi prefecture, Japan, when they were taken as a whole and when they were demographically grouped by sex, age, educational background, and weekly average study time. The results show that on average, third-age learners in Japan achieve an intermediate level of English proficiency or B1, with variances observed attributed to demographic criteria such as sex, age, educational background, and weekly English study time. The study found a significant relationship between ELP and the respondents’ demographic, indicating that ELP levels are influenced by sex, age, educational attainment, and the number of hours spent learning English per week, with males showing higher proficiency and older learners generally showing higher levels. The study underscores the need for tailored English language instruction for third-age learners, taking into account their specific demographics. It also considers the policy implications of institutionalizing programs for third-age learners in Japan, aiming to promote active aging, social integration, and overall well-being. Researchers, teachers, and curriculum designers may use this study as one of the bases for developing tailored curricula and instructional materials for third-age learners.

Critical thinking skills in English academic writing: An exploratory interview study of the perceptions and the experiences of EFL tutors at a Hungarian university

The development of students’ critical thinking (CT) skills in English academic writing poses challenges for both educators and students within the realm of English language teaching. In response to these challenges, the present study examines two main research questions related to tutors' perceptions and their experiences in fostering CT skills in English academic writing classes at a Hungarian university. The study employed a qualitative exploratory approach and involved the participation of five EFL tutors. Data were collected through semi-structured interviews and analysed using thematic content analysis. The findings indicate that EFL tutors consider CT skills crucial for evaluating sources, analysing academic texts, questioning reliability, and expressing independent opinions. Various strategies are employed to foster CT skills, including sample texts, guided tasks, the process approach to teaching academic writing, technology use, written feedback, self-assessment, peer revision, and the Toulmin model. Challenges faced by EFL tutors include mixed English language proficiency levels of students, students' limited exposure to CT and academic writing, students' attitudes towards CT and academic writing, time constraints, and systemic issues. The study offers EFL tutors’ insights and effective strategies for enhancing students' CT skills in English academic writing.

An analysis of English as a foreign language undergraduate students' written errors

Writing is an intricate process in the first language and its intricacy increases when writing in the targeted language. Although Kurdish students of English study English writing at most levels of their education in Kurdistan Region of Iraq (KRI), it has been observed that they commit serious errors even in the basics of writing. These errors may influence their writing in English and their overall English language proficiency level. Nevertheless, meticulous research in the arena of error analysis is scanty in the KRI context compared to the body of research conducted in this area in the Arab world. This study was undertaken to analyze the errors committed by English-as-a-foreign-language (EFL) undergraduate students to recognize the most and the least prevalent errors committed by students and present and explain some possible causes and sources of those errors. The study investigated errors in a collection of 57 argumentative essays. Four categories of errors were taken into consideration, namely, grammatical, lexical, spelling, and punctuation as well as their subcategories. Frequencies and percentages of errors were first recognized, and then the common subcategories of each of the errors were tabulated, explained, and described with examples from the corpus. The reported results showed that the overall frequency and percentage of the errors were high and grammatical errors were the most common. Lexical errors were found to be the least common errors in students' written productions. Additionally, the most prevalent subcategories of the errors were presented and interpreted. The study concluded that the major causes of written errors in the KRI context were both interlingual and intralingual errors.

Examining Performance on an Integrated Writing Task from a Canadian English Language Proficiency Test

Many English language proficiency (ELP) tests used for university admissions and placement now include integrated writing tasks that require examinees to use external sources when writing. Integrated writing tasks improve test authenticity and impact, but they raise several validity questions, such as what academic language skills they engage and whether performance on these tasks varies with examinee ELP level. This study addresses these questions with reference to an integrated writing task from the Canadian Academic English Language (CAEL) Test that involves reading, listening, and writing in academic contexts. Responses by 59 students to one of the CAEL integrated writing tasks are analyzed in terms of various grammatical, discourse, sociolinguistic, strategic, content, and source use aspects and compared across ELP levels (high and low) and score levels. The findings indicate that both ELP level and score level had significant effects on most writing features examined in the study, except for syntactic complexity. Additionally, except for syntactic complexity, all writing dimensions examined in the study were significantly associated with writing scores. The findings and their implications for the validity argument of source-based writing tasks are discussed.

Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls’ English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.

Enhancing A2 Speaking Skills through Mobile-Assisted Language Learning: A Study of 1st Year Students at ESPOCH- Sede Orellana

This research delves into the perspectives of 1st Year students at Escuela Superior Politécnica de Chimborazo - Sede Orellana regarding the utilization of TikTok as a mobile-assisted language learning (MALL) tool within and beyond the classroom. With the aim of comprehensively exploring this innovative approach, a multifaceted methodology was employed. The study involved 30 participants aged 18 to 24, possessing English language proficiency levels spanning CEFR A2 to B1. Quantitative data were amassed through structured questionnaires, enabling a quantitative assessment of students' attitudes, motivations, and linguistic competencies. Qualitative insights were procured via semi-structured interviews and classroom observations. Preliminary results divulged nuanced student attitudes, with a majority showcasing positive inclinations towards TikTok integration in language learning contexts. Motivations included the platform's accessibility, interactive features, and engagement potential. Moreover, qualitative data unearthed multifaceted experiences, with students highlighting the platform's ability to enhance listening comprehension, vocabulary acquisition, and cultural awareness. The study uncovered that students perceived TikTok as a versatile tool fostering autonomous language learning beyond the classroom confines. This research contributes to the evolving discourse on MALL, emphasizing the significance of aligning digital resources with students' preferences and learning styles. By bridging pedagogical theory with contemporary digital platforms, educators can craft more engaging and effective language learning experiences. These findings underscore the need for educators to integrate platforms like TikTok purposefully, harnessing their potential to cultivate language proficiency and digital literacy.

EFL Teachers' and Learners' Perceptions of Code-switching: The Role of Learners' L2 Proficiency Levels

Code-switching (CS) is a complex linguistic phenomenon in bilingual environments, such as English as a second language (ESL) and English as a foreign language (EFL). In recent years, CS has been viewed as a meaningful linguistic phenomenon in ESL and EFL contexts. This research investigates EFL teachers' and learners' perceptions of the use of CS in Saudi universities. Also, this research aims to investigate the relationship between learners' perceptions of CS and their L2 proficiency levels. A quantitative approach is utilised in this research to collect data from 40 Saudi EFL teachers and 50 Saudi undergraduate EFL learners to investigate their perceptions of CS used in their EFL classrooms. Further, the researcher uses two modified Likert-type questionnaires adopted from Alkhudair (2019) to elicit teachers' and learners' perceptions of CS used in their EFL classrooms. In addition, the Statistical Package for the Social Sciences (SPSS) was used to determine the frequencies, percentages, and mean scores. The learners took Oxford Online Placement Tests to investigate the role of L1 in EFL classrooms. Also, SPSS was used to calculate the Pearson Correlation Coefficient to investigate a correlation between learners' L2 proficiency levels and their perceptions of using L1 in EFL classrooms. As a result, both teachers and learners showed positive attitudes towards CS in EFL classrooms. Moreover, upon investigating the relationship between learners' English language proficiency level and their perceptions of L1 use, the results suggest positive and negative correlations.

The Cognitive Processes of ESL Writers Responding to an Integrated Argumentative Writing Task

Integrated writing tasks, whether used for teaching or assessment, are designed to engage and gauge the actions, skills, and strategies that students need to become efficient writers able to identify, extract and synthesize information from multiple source material in their writing appropriately. Consequently, it is critical to verify that such tasks do engage the cognitive processes and strategies that theory and research indicate are essential elements of successful source use in writing. This study used a mixed methods approach to describe the cognitive processes that ESL learners engage in when responding to an integrated writing task and examine how these cognitive processes vary depending on the students’ English language proficiency (ELP). Each of 51 undergraduate ESL students at two levels of ELP (high and low) completed an integrated writing task that involved listening to a lecture, reading a passage about a related topic, and writing an argumentative essay using ideas from both sources and then responded to a questionnaire about their cognitive processes. Additionally, another eight participants were video recorded while completing the writing task and provided stimulated recalls about their writing processes immediately after completing the task. The findings reveal the various cognitive and metacognitive processes and strategies that the participants engaged and the language and discourse aspects they attended to. Additionally, participants with higher ELP tended to interact with the sources and task and to engage in planning and organizing, generating and retrieving, and revising and editing more frequently than did participants with lower ELP. The findings and their implications for the teaching and assessment of source-based writing are discussed.

Modeling the return on investment in human capital in the IT industry of Ukraine

Purpose. To identify patterns of return on investment in human capital in the IT industry of Ukraine through a quantitative assessment of the relationship between the income of IT specialists and the experience and other characteristics of the specialist and the company, as well as the formation of relevant recommendations. Methodology. The empirical basis of the study was a survey on the salary of IT specialists in Ukraine conducted in December 2022. The methodological basis of the study was general scientific and special research methods, in particular, the method of abstraction (to focus on the main determinants of the formation of IT specialists’ income), induction (to extrapolate the patterns found in the sample to the entire IT industry of Ukraine), economic mathematical modeling (for the construction of a multiple regression model that reflects the patterns of influence of factors on the income of IT specialists that exist in reality). Findings. It was established that among IT specialists people are predominant with little work experience (up to 5 years). The effect of experience on the growth rate of income has a decreasing non-linear nature, while the most noticeable increase in income is observed during the first years of work in the specialty. It was found that the highest-paid IT professionals are software development engineers, managers at various levels, and quality assurance engineers. It has been proven that the level of English proficiency has a positive effect on income. A higher level of remuneration for the work of IT specialists in product companies and startups compared to outsourcing or outstaffing companies has been established. Originality. It has been revealed that the relationship between the income of IT specialists and their work experience, profession, level of English language proficiency, and company type. Practical value. The applied value of the study lies in the ability to predict the income of IT specialists. The formed recommendations can be used in the activities of IT companies in terms of improving financial control over the spending of funds for the payment of services of IT specialists, assessing the feasibility of investing funds in personnel development, as well as substantiating the planned indicators of changes in the costs of paying for the services of IT specialists.

Ukrainian HEI Students’ Perceptions and Attitudes Towards Fostering Media Literacy and Critical Thinking in EFL Learning

The study examined Ukrainian HEI students’ opinions and perceptions of media literacy and critical thinking skills in EFL learning before and after participation in the set of trainings. Being created in the framework of the Jean Monnet Module project “EU strategies extrapolation for boosting students’ media literacy in Ukrainian higher education”, it was aimed to empower students with essential skills for navigating the complexities of the modern media landscape, evaluating information sources, forming such students’ competencies as critical thinking, fact-checking, digital security, resistance to media manipulation. A sample of 40 second-year undergraduate students, aged 19 to 23, willing to develop their media literacy and EFL capacities, who demonstrated at least A2 level of English language proficiency, were questioned through Google Forms by means of the specially designed questionnaires. The outcomes of the study revealed that the issues of media literacy and critical thinking were of particular importance among the young people, but they also pointed out their awareness of being insufficiently skilled in working with media products, their concerns about the quality of digital content they had consumed and priorities of being independent in media consumption choices. The activities conducted during the study significantly affected students’ gaining knowledge of media development, their value-meaningful attitude to the media space, the desire to detect false information, and distinguish fakes, manipulation, propaganda, and disinformation.

The relationship between self‐regulated learning strategy use and task engagement

AbstractDrawing on the explanatory sequential mixed‐methods design, the present study aims to investigate the relationship, if any, between self‐regulated learning (SRL) strategy use and task engagement. The participants of the study were 361 Iranian EFL students majoring in English language teaching or English language and literature for the B.A. degree, with a B1 English language proficiency level, based on the Common European Framework of Reference for Languages. Questionnaire surveys, narrative frames, and semi‐structured interviews were used to collect the data remotely during the COVID‐19 pandemic. The results of quantitative data analysis showed that SRL strategy use is a significant predictor of task engagement. The results of the qualitative analysis also pointed to the importance of SRL strategies, including (meta)cognitive, (meta)affective, (meta)motivational, and (meta)social strategies, to maintain task engagement. The results of the study may be used to inform English language teachers, learners, materials developers, and measurement instrument developers.

The Influence of Language Strategy Use to the English Language Proficiency of Grade 11 Students: A Correlational Study

This study dealt with the influence of Language strategy use and English language proficiency of Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of the study was to determine the level of Language strategy use, and English language proficiency in terms of their respective indicators, the significant relationship between Language strategy use and English language proficiency and what domains of Language strategy use substantially influence English language proficiency. Also, this study utilized a quantitative-correctional design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, results showed a high level of Language strategy use among grade 11 students in terms of listening strategy use, vocabulary strategy use and translation strategy use. Also, results showed a high level of English language proficiency in grade 11 students regarding speaking proficiency, reading proficiency and writing proficiency. In addition, there is a high correlation, and a significant relationship between Language strategy and English language proficiency. Hence, this leads to the rejection of the null hypothesis. Also, all domains of language strategy use showed high ratings as perceived by students. Thus, the students may continue to improve their Language strategy use so that they can easily learn the English language proficiency.

ENGLISH LANGUAGE PROFICIENCY AMONG STUDENTS OF TOURISM AND HOSPITALITY INDUSTRY

This study explores the proficiency in English language among students pursuing careers in the tourism and hospitality industry, a sector where linguistic skills are pivotal. It investigates how English language proficiency impacts their academic performance and future professional prospects. The research hinges on two key questions: What is the level of English language proficiency among these students? How does this proficiency influence their academic and professional readiness? Employing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews across several educational institutions specializing in tourism and hospitality. The survey targeted students, while interviews gathered insights from faculty and industry professionals. The findings reveal a significant correlation between high English proficiency and improved academic performance. Additionally, students with superior English skills demonstrated greater confidence and readiness for industry-specific challenges. The research highlights a notable disparity in language proficiency across different institutions, attributed to varying curriculities and exposure to practical language applications. These findings suggest a pressing need for integrating comprehensive English language training within the curriculum, emphasizing practical usage over theoretical knowledge. This study underscores the critical role of English language skills in shaping the career trajectories of future professionals in the tourism and hospitality sector, advocating for enhanced language education strategies to meet industry demands.

Using Needs Analysis to Foster Sustainability of Business English Courses: A Case Study of a University in the South of Chile

The purpose of this study is to conduct an in-depth needs analysis in order to create a sustainable business English course. Drawing critical insights from the development and implementation of a sustainable curriculum, a mixed-methods approach was carried out that involved data collected via a structured questionnaire administered to 117 university students of business administration and accounting. The findings indicated that a substantial majority of respondents perceived their level of English language proficiency to be low, with merely 25% evaluating their English skills as either “good” or “excellent”. Several language skills such as speaking, listening, and writing were recognized as communicative needs for effective business communication and studies, with over 86% interested in registering for the course. Regarding pedagogical needs, the emergence of preferences for face-to-face teaching, making the course mandatory, varying perspectives regarding the frequency and duration of courses, and inclination towards small group learning were established. For the sustainability of the business English course, this study suggests an integrated, responsive, and adaptive course that emphasizes interactive learning and curriculum alignment with global business trends.

Formation of sustainable development competencies in Ukrainian English for specific purposes students

PurposeThe purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.Design/methodology/approachThe research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.FindingsThe experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.Originality/valueThe study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.

INTERNATIONAL STUDENTS’ ENGLISH TRAINING ON ENTRY TO HEI IN GREAT BRITAIN

The article analyzes the content of international students' language education on entry to a higher education institution in Great Britain, using the example of the LSI / IH Portsmouth language center. It is emphasized that Great Britain ranks third in the world after the USA and Australia in terms of the number of international students studying in higher education institutions. Statistical data on the increased number of international students in the higher education institutions of Great Britain are described and the countries of origin of international students are indicated in percentage terms. It is emphasized that the rating of a particular university largely depends on the number of international students who have chosen this institution for study. The author notes that a high level of English is a requirement not only of universities, but primarily of the Home Office, the UK Visas and Immigration (UKVI). The requirements of the Home Office in accordance with the level of English language proficiency of international students regarding the submission of documents for a visa to study at the Higher Education Institutions of Great Britain are outlined. The author draws attention to the discrepancies between the threshold score indicated by the Home Office and the IELTS consortium, which allows admission to the university for academic programs. Describes the work of LSI / IH Portsmouth Language Centre, which offers both face-to-face English classes in Portsmouth and online English classes for all levels from beginner to advanced, for a variety of academic and professional needs.
 Keywords: international students; language education; HEI; Great Britain; pre-sessional English language; language school.

Assessing the Impact of English Language Skills and TOEIC Performance on Career Development

This study investigates the impact of English language skills, as assessed by TOEIC (Test of English for International Communication) performance, on career development and the transition to professionalism and understanding how individuals with varying levels of English language proficiency face specific challenges and how these challenges impact their career trajectories. The study utilized and approached mixed methods, combining quantitative analysis of TOEIC scores and career development indicators and qualitative analysis of challenges individuals face. The sample comprised 75 participants from diverse professional backgrounds, representing a range of English language proficiency levels. The sample averaged 720 TOEIC points, indicating moderate English proficiency. Career progression markers included skill acquisition or credentials (1.3), greater responsibility (3.9), and broader job scope (3.7). Ethical behavior, effective communication, leadership, problem-solving, adaptability, and devotion to continual learning were above 4 in the transition to professionalism, indicating a positive trend. As judged by TOEIC scores (r = 0.8, p < 0.05, 0.525, p 0.001), English language skills were strongly connected with work promotions, pay increases, and job satisfaction. These findings suggest that TOEIC performance affects professional advancement. The thematic study revealed language barriers, global resources, professional networks, and cross-cultural collaboration.

Hackathon in Differentiated English for Specific Purposes Instruction of Information Technology Students

The current study aims to check the effectiveness of differentiated ESP instruction using the hackathon. This study used the mixed research method. The participants of the study were 24 Information Technology (IT) students of the Physics and Technology Institute of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” who voluntarily took part in the study in 2022-2023. They were divided into two experimental groups and differentiated according to the social roles and the level of English language proficiency. Sensory, interactive and graphic scaffolding as the temporary assistance was integrated in the educational process. As shown by the results of the experimental learning, the second group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by both students and teachers, demonstrated significantly better results than the first group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by IT students only. Scaffolding should be regulated by both the teacher and the students. It was concluded that the use of hackathon with a focus on learners’ differentiation helps to diversify ESP learning at technical university and facilitates the development of professional communicative skills (speaking and writing) as well as other soft and hard skills.

METHODOLOGICAL PRINCIPLES AND STRATEGIES OF THE TEXT-BOOK “ENGLISH FOR NATURAL SCIENCES (A2-B1)” IN THE SYSTEM OF PREPARING STUDENTS FOR THE FINAL EXAM IN A FOREIGN LANGUAGE

The article analyzes the methodological approaches and strategies of the textbook “English for natural sciences (A2-B1)” in the system of preparing bachelors for the certification exam in a foreign language at level B2. The rationale for the structure of the manual and the logic of selecting textual material is given, the principles for developing training tasks and exercises are concretized. The author concludes the relevance of systematic and consistent training of bachelors to fulfill the complex task of improving the level of English language proficiency raising it to the upper-intermediate level (B2) in all types of speech activity, as well as mastering professional vocabulary and scientific discourse skills on specialized topics. Thus, it is required to strictly adhere to the verified logical structure of the manual, to increase the interest and motivation of students for self-education, to calculate the time to complete various types of tasks, to have modern technical equipment, and also to conduct regular testing.